INTEGRATING AI WRITING ASSISTANTS INTO THE ESL CURRICULUM: OPPORTUNITIES AND CHALLENGES FOR TEACHERS
Abstract
Abstract
The rise of AI-powered writing assistants like Grammarly, QuillBot, and
ChatGPT is transforming the landscape of English as a Second Language (ESL)
instruction. While students increasingly rely on these tools for writing tasks, teachers
are often left navigating the opportunities and risks of integrating AI into classroom
practice. This study explores ESL teachers’ perceptions, practices, and challenges
when incorporating AI writing tools into the curriculum. Through a mixed-methods
approach involving a teacher survey and follow-up interviews, the study identifies
pedagogical benefits such as personalized feedback, learner autonomy, and classroom
efficiency, alongside challenges including ethical concerns, student overreliance, and
insufficient professional development. The article argues that thoughtful integration of
AI tools, supported by clear institutional policies and teacher training, is essential for
maximizing their benefits in ESL writing instruction. Practical recommendations and
implications for future research are also provided.
References
References
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