The effectiveness of generative artificial intelligence in supporting English academic writing

This study explores whether generative artificial intelligence supported instruction makes a difference in the English writing skills of first-year English teachers. This research is designed as a qualitative case study and supported by quantitative data. The research involved students who first received traditional academic writing instruction and took a pre-test. After pre-test, they participated in a four-week online writing course supported by GenAI tools. At the end of the process, a post-test and semi-structured interviews were conducted. The data were analyzed through thematic analysis. The study examined how GenAI contributed to key stages of the writing process, such as idea generation, organization, developing strong arguments, and critical thinking. Students' perceptions, their learning experiences with GenAI, and their views on its impact on their writing were explored in depth. Findings revealed that participants generally held positive attitudes towards using GenAI in their writing processes. They particularly emphasized the tool's usefulness in providing feedback, supporting structure, enhancing creativity, and fostering critical thinking. However, some students also raised concerns about reliability and the risk of overdependence. Overall, the results suggest that when integrated into blended learning environments with proper teacher guidance, GenAI tools can meaningfully support the development of academic writing skills.