Artificial Intelligence Integration in the Acquisition of English Academic Writing

Abstract

The rapid proliferation of Generative Artificial Intelligence (AI) has introduced a paradigm shift in higher education, particularly in the acquisition of English academic writing skills. This paper examines the transformative role of AI tools, analysing their pedagogical benefits against the significant challenges and ethical dilemmas they present. Through a comprehensive review of current literature and empirical studies, this analysis synthesises the dual nature of AI as both a powerful assistant and a potential impediment to developing core academic competencies. Key findings indicate that while AI offers substantial advantages in improving writing fluency, providing instant feedback, and enhancing learner engagement, it also poses risks related to academic integrity, over-reliance, and the potential erosion of critical thinking skills. The discussion is contextualised with a focus on the educational landscape in the Baltic region, highlighting local research and initiatives at institutions like the University of Tartu. The paper concludes that a successful integration of AI into academic writing pedagogy necessitates the development of critical AI literacy among students and educators, alongside the implementation of clear institutional guidelines to ensure that these technologies augment, rather than undermine, the fundamental goals of academic learning.