Examining the Effect of Artificial Intelligence Writing Assistants on English as a Second Language Learners’ Proficiency and Autonomy

Abstract

This study examines the impact of AI-powered writing tools on the writing proficiency, linguistic autonomy, and perceptions of authorship among ESL learners in a Pakistani university context. A total of 150 participants were divided into experimental and control groups, with the experimental group using Grammarly and ChatGPT during writing tasks over six weeks. Writing proficiency was assessed through IELTS-based pre- and post-tests, while linguistic autonomy and authorship perception were evaluated using validated Likert-scale surveys. Results indicated that AI-assisted learners showed statistically significant gains in writing proficiency, especially in coherence, lexical resource, and grammatical accuracy. However, a decline in self-reported linguistic autonomy was observed, suggesting increased dependency on AI feedback. The study concludes that AI tools can enhance writing outcomes but may pose challenges to learner independence and identity. Recommendations include integrating AI literacy and ethical training into ESL pedagogy.