INTEGRATING AI WRITING ASSISTANTS INTO THE ESL CURRICULUM: OPPORTUNITIES AND CHALLENGES FOR TEACHERS

Authors

  • Muratova Khurshida Ne’matullo qizi Author

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

1. Huang, Y., & Nguyen, T. (2024). ChatGPT in ESL writing: Student engagement

and ethical concerns. Journal of Educational Technology and Language Learning,

12(1), 45–59.

2. Li, X. (2023). The role of AI in second language writing development. Language

Learning & Technology, 27(3), 88–102.

3. Patel, R. (2023). Ethical implications of AI-assisted writing in higher education.

TESOL Quarterly, 57(2), 301–318.

Published

2025-08-07

How to Cite

Muratova Khurshida Ne’matullo qizi. (2025). INTEGRATING AI WRITING ASSISTANTS INTO THE ESL CURRICULUM: OPPORTUNITIES AND CHALLENGES FOR TEACHERS . TADQIQOTLAR, 67(1), 227-230. https://scientific-jl.com/tad/article/view/25915