The Impact Of AI-Based Writing Assistants On Academic Writing Proficiency Among ESL Learners
Keywords:
AI-assisted writing, ESL learners, academic writing proficiency, cognitive load theory, learner autonomy, ChatGPT, linguistic development, academic integrity, second language acquisitionAbstract
This article presents a comprehensive analysis of the cognitive, linguistic, and ethical implications of AI-based writing assistants on academic writing proficiency among ESL learners. The article explores how AI tools influence cognitive load, learner autonomy, and feedback integration through the lens of educational psychology and second language acquisition theory. The study focuses on linguistic outcomes, including improvements in grammar, vocabulary, cohesion, and syntactic complexity, drawing on empirical research and writing analysis. It critically examines learner attitudes, ethical concerns regarding authorship and originality, and the long-term impact of AI tools on academic identity and autonomy.
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