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Cited by 120Artificial Intelligence in EducationAcademic integrity and plagiarismArtificial Intelligence in Healthcare and Education

The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education

Open access
Deep, Promethi Das, Chen, Yixin·2025·Societies
DOI 10.3390/soc15090247
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Abstract

Artificial Intelligence (AI) tools have transformed academic writing and literacy development in higher education. Students can now receive instant feedback on grammar, coherence, style, and argumentation using AI-powered writing assistants, like Grammarly, ChatGPT, and QuillBot. Moreover, these writing assistants can quickly produce completed essays and papers, leaving little else for the student to do aside from reading and perhaps editing the content. Many teachers are concerned that this erodes critical thinking skills and undermines ethical considerations since students are not performing the work themselves. This study addresses this concern by synthesizing and evaluating peer-reviewed literature on the effectiveness of AI in supporting writing pedagogy. Studies were selected based on their relevance and scholarly merit, following the Scale for the Assessment of Narrative Review Articles (SANRA) guidelines to ensure methodological rigor and quality. The findings reveal that although AI tools can be detrimental to the development of writing skills, they can foster self-directed learning and improvement when carefully integrated into coursework. They can facilitate enhanced writing fluency, offer personalized tutoring, and reduce the cognitive load of drafting and revising. This study also compares AI-assisted and traditional writing approaches and discusses best practices for integrating AI tools into curricula while preserving academic integrity and creativity in student writing.

Verified 2026-10-06 · 2 references not checked yet

AI snapshot

Written from the paper’s full text.

TL;DR

This narrative review synthesizes 20 studies on AI writing tools in higher education, finding benefits for grammar, efficiency, and accessibility but risks to critical thinking, originality, and academic integrity. It recommends a hybrid approach that uses AI for mechanical support while preserving traditional instruction for argumentation and long-term skill development.

Key findings

  • From 261 initially retrieved articles, 20 studies met eligibility; the included studies used systematic reviews, quantitative analyses, qualitative investigations, and mixed-method research. AI tools such as ChatGPT, Grammarly, and QuillBot can improve grammar, coherence, writing efficiency, personalized feedback, and support for non-native English speakers, while reducing cognitive load during drafting and revising.
  • Concerns include over-reliance on AI weakening decision-making, critical thinking, and analytical skills; ethical issues around plagiarism, originality, and academic integrity; and AI’s limited ability to understand context, nuance, sarcasm, irony, tone shifts, and creative or subjective writing.
  • AI tools enhance short-term writing proficiency and efficiency, but traditional instruction is described as superior for deep cognitive engagement, critical thinking, and long-term skill retention; the review recommends a balanced or hybrid approach.

Methods

  • Narrative review searching EBSCOhost, ERIC, and JSTOR, with Google Scholar as a supplementary resource; Boolean operators were used, and inclusion/exclusion criteria covered publication dates 2023–2025, peer-reviewed sources, English-language publications, higher education contexts, AI writing tools, and ethical/pedagogical considerations.
  • Study selection followed SANRA guidelines; after screening 261 articles and removing duplicates, 20 studies were finalized for inclusion.
  • The review qualitatively synthesized extracted data and themes, summarized in Tables 3 and 4; no new data were created or analyzed.

Limitations

  • The paper states that its narrative methodology is inherently interpretive and less replicable than systematic or scoping reviews, so findings should be understood as exploratory reflections rather than definitive tests of theory. It also states that the number of studies meeting inclusion criteria was limited, reflecting the novelty of the field, and that the research questions were not all closely interrelated through a single theoretical lens, which may have reduced depth of engagement with particular frameworks.
  • Evident from the text: the review is restricted to English-language, peer-reviewed, higher-education-focused studies published between 2023 and 2025, excluding K-12 students, industry professionals, non-English studies, and non-peer-reviewed sources; the final empirical base is only 20 studies, and no new data were collected.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.3390/soc15090247

Cites

30 of 33 references verified0 citation errors · 1 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 93 cited sources checked · 0 supported · 0 flagged

  • Findingcitation

    Many students view AI writing tools as beneficial aids that help them improve the quality and efficiency of their writing.

    “Naturally, many students view AI writing tools as beneficial aids that help them improve the quality and efficiency of their writing [13].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [13] Khalifa, M., and Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Comput. Methods Programs Biomed. Update, 5. source

      Not checked in the free run.

  • Findingcitation

    AI tools can help non-native English speakers improve their English writing proficiency.

    “For example, non-native English speakers can use these tools to enhance their proficiency in English writing [20,22].”
    • Also stated in: § 4.1.1. Improving Grammar and Writing Efficiency · plain
      “Moreover, these tools can help non-native English speakers improve their language proficiency by offering suggestions for sentence construction and proper word usage.”
    Quote in the paperNot a substantial claim0 of 4 sources checked
    • cites [20] Chen, C., and Gong, Y. (2025). The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students. Educ. Sci., 15. source

      Not checked in the free run.

    • cites [22] Chalkiadakis, A., Seremetaki, A., Kanellou, A., Kallishi, M., Morfopoulou, A., Moraitaki, M., and Mastrokoukou, S. (2024). Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities. Educ. Sci., 14. source

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    • cites [9] Wang, L., and Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Educ. Sci., 14. source

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    • cites [13] Khalifa, M., and Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Comput. Methods Programs Biomed. Update, 5. source

      Not checked in the free run.

  • Interpretationreasoning

    AI tools can foster self-directed learning and improvement when carefully integrated into coursework.

    “The findings reveal that although AI tools can be detrimental to the development of writing skills, they can foster self-directed learning and improvement when carefully integrated into coursework.”
    Quote in the paperSubstantial claim
  • Interpretationreasoning

    AI tools can be detrimental to the development of writing skills.

    “The findings reveal that although AI tools can be detrimental to the development of writing skills, they can foster self-directed learning and improvement when carefully integrated into coursework.”
    Quote in the paperSubstantial claim
  • Premisecitation

    AI writing tools can help educators assess student writing by identifying common errors and producing personalized instruction.

    “From an instructional perspective, AI tools can help educators assess student writing by identifying common errors and producing personalized instruction [2].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [2] Marzuki, 2023, The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective, Cogent Educ. source

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  • May combine two claims. 41
  • Classified as probably not a substantial claim. 39
  • The quote only partly states this claim. 1

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    Findingcitation

    AI writing tools can improve grammar, coherence, and argumentation in academic writing.

    “AI-assisted writing tools can substantially improve grammar, coherence, and argumentation, making writing more accessible and efficient [2,28].”
    • Also stated in: § 4.1.1. Improving Grammar and Writing Efficiency · plain
      “AI tools offer several advantages in terms of improving grammar, coherence, and arguments.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [2] Marzuki, 2023, The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective, Cogent Educ. source

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    • cites [28] Kim, 2025, Exploring students’ perspectives on Generative AI-assisted academic writing, Educ. Inf. Technol. source

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  • May combine two claims.

    Findingcitation

    AI writing tools can enhance writing efficiency and reduce the cognitive load of drafting and revising.

    “They can facilitate enhanced writing fluency, offer personalized tutoring, and reduce the cognitive load of drafting and revising.”
    • Also stated in: § 4.1.1. Improving Grammar and Writing Efficiency · plain
      “One of the most significant benefits of AI writing tools is that they can enhance writing efficiency [13,15].”
    • Also stated in: § 1.2. Potential Benefits of AI in Writing Instruction · plain
      “In addition, by assisting students in drafting and revising complex academic texts, AI tools can reduce their cognitive load, enabling them to focus on higher-order thinking and critical analysis [24,25].”
    Quote in the paperSubstantial claim0 of 4 sources checked
    • cites [13] Khalifa, M., and Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Comput. Methods Programs Biomed. Update, 5. source

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    • cites [15] Zhai, 2024, The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review, Smart Learn. Environ. source

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    • cites [24] Ahn, H.Y. (2024). AI-Powered E-Learning for Lifelong Learners: Impact on Performance and Knowledge Application. Sustainability, 16. source

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    • cites [25] Pellas, N. (2025). The Impact of AI-Generated Instructional Videos on Problem-Based Learning in Science Teacher Education. Educ. Sci., 15. source

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The review identified 20 studies for inclusion out of 261 articles initially retrieved.

    “Out of the 261 articles initially retrieved, only 20 studies satisfied the eligibility criteria and were included in the final analysis.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The 20 included studies employed various research methods, including systematic reviews, quantitative analyses, qualitative investigations, and mixed-method research.

    “The 20 chosen studies employed various research methods, including systematic reviews, quantitative analyses, qualitative investigations, and mixed-method research.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Students viewed AI as a multi-tasking assistant, virtual tutor, and digital peer; AI improved writing efficiency and organization but raised concerns about accuracy, biases, and ethical use.

    “Students viewed AI as a multi-tasking assistant, virtual tutor, and digital peer in writing.AI improved writing efficiency and organization but raised concerns about accuracy, biases, and ethical use.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [28] Kim, 2025, Exploring students’ perspectives on Generative AI-assisted academic writing, Educ. Inf. Technol. source

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Many educators acknowledge the advantages of AI in helping students improve grammar and content organization but have mixed opinions on the effectiveness of using these tools in academic settings.

    “While many educators acknowledge the clear advantages of AI in helping students improve their grammar and content organization, they have mixed opinions on the effectiveness of using these tools in academic settings [23].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [23] Schei, O.M., Møgelvang, A., and Ludvigsen, K. (2024). Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies. Educ. Sci., 14. source

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Many students have expressed concerns that AI writing tools can undermine critical thinking, logical reasoning, and creativity.

    “Many have expressed concerns that these tools can undermine critical thinking, logical reasoning, and creativity [21,23].”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [21] Ruiz-Rojas, L.I., Salvador-Ullauri, L., and Acosta-Vargas, P. (2024). Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education. Sustainability, 16. source

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    • cites [23] Schei, O.M., Møgelvang, A., and Ludvigsen, K. (2024). Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies. Educ. Sci., 14. source

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  • May combine two claims.

    Premisecitation

    AI enables students to engage with writing at their own pace, eliminating the need to wait for instructor feedback and fostering self-directed learning.

    “Moreover, AI enables students to engage with writing at their own pace, eliminating the need to wait for instructor feedback and thereby fostering self-directed learning [20].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [20] Chen, C., and Gong, Y. (2025). The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students. Educ. Sci., 15. source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Some AI-generated content may be based on pre-existing data and training sets that include inaccuracies or biased perspectives, leading to concerns that AI models could inadvertently produce responses resembling previously published or even discredited materials.

    “Furthermore, some AI-generated content may be based on pre-existing data and training sets that include inaccuracies or biased perspectives, leading to concerns that AI models could inadvertently produce responses that resemble previously published or even discredited materials.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [19] Gawlik-Kobylińska, M. (2024). Harnessing Artificial Intelligence for Enhanced Scientific Collaboration: Insights from Students and Educational Implications. Educ. Sci., 14. source

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    • cites [28] Kim, 2025, Exploring students’ perspectives on Generative AI-assisted academic writing, Educ. Inf. Technol. source

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    Premisecitation

    AI writing tools can reduce the need for external proofreading, thereby improving efficiency.

    “The instant nature of the feedback provided also reduces the need for external proofreading, thereby improving efficiency [9].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [9] Wang, L., and Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Educ. Sci., 14. source

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  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    AI writing tools can enhance clarity and efficiency in research but require ethical oversight to prevent biases and misinformation.

    “AI writing tools can enhance clarity and efficiency in research but require ethical oversight to prevent biases and misinformation.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [7] Fiorillo, 2024, Confronting the demonization of AI writing: Reevaluating its role in upholding scientific integrity, Oral Oncol. Rep. source

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    Interpretationcitation

    Over-reliance on AI tools can lead to diminished critical thinking, creativity, and independent problem-solving abilities.

    “A primary concern among educators is the potential for students' overreliance on AI-generated suggestions, which may lead to factual inaccuracies, diminished critical thinking, and a decline in independent problem-solving abilities [15].”
    • Also stated in: § 4.2. The Limits and Challenges of AI-Assisted Writing Tools · plain
      “This can ultimately diminish their creativity and critical thinking abilities [2].”
    • Also stated in: § 4.2. The Limits and Challenges of AI-Assisted Writing Tools · hedged
      “This lack of engagement can easily lead to a decline in students' critical thinking skills [2,15,28].”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites [15] Zhai, 2024, The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review, Smart Learn. Environ. source

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    • cites [2] Marzuki, 2023, The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective, Cogent Educ. source

      Not checked in the free run.

    • cites [28] Kim, 2025, Exploring students’ perspectives on Generative AI-assisted academic writing, Educ. Inf. Technol. source

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  • May combine two claims.

    Premisecitation

    AI programs can deliver formative feedback, highlight areas requiring improvement, and recommend revisions aligned with established writing conventions and best practices.

    “For example, certain AI programs are capable of delivering formative feedback, highlighting areas requiring improvement, and recommending revisions aligned with established writing conventions and best practices [13,20].”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [13] Khalifa, M., and Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Comput. Methods Programs Biomed. Update, 5. source

      Not checked in the free run.

    • cites [20] Chen, C., and Gong, Y. (2025). The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students. Educ. Sci., 15. source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Study design and conductown data

    Inclusion and exclusion criteria were applied to select studies for the review.

    “The selection of studies for this review was guided by clearly defined inclusion and exclusion criteria, as presented in Table 2.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    Excessive reliance on AI may weaken students' ability to engage deeply with their subjects and hinder their capacity to produce original work.

    “This excessive reliance on AI may weaken students' ability to engage deeply with their subjects and hinder their capacity to produce original work [6,9].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [6] Dwivedi, 2023, “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy, Int. J. Inf. Manag.

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    • cites [9] Wang, L., and Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Educ. Sci., 14. source

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  • May combine two claims.

    Premisecitation

    AI writing tools can help eliminate redundancy, improve word choice, and enhance clarity, enabling writers to produce clear, concise, and well-organized content.

    “This process helps eliminate redundancy, improve word choice, and enhance clarity, enabling writers to produce clear, concise, and well-organized content [2].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [2] Marzuki, 2023, The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective, Cogent Educ. source

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    Premisecitation

    AI writing tools can generate entire essays and help students formulate arguments, saving time and improving language use, accuracy, and coherence.

    “They can even generate entire essays and help students formulate arguments, saving the students significant time and improving their language use, accuracy, and coherence, among other benefits [12].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [12] Gasaymeh, A.M.M., Beirat, M.A., and Qbeita, A.A.A. (2024). University Students’ Insights of Generative Artificial Intelligence (AI) Writing Tools. Educ. Sci., 14. source

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  • Classified as probably not a substantial claim.

    Premisecitation

    AI-generated content blurs the definition of plagiarism because it is created by an external tool rather than a student's independent intellectual effort.

    “AI blurs this definition, as its generated content, while not directly copied from existing sources, is still created by an external tool rather than a student's independent intellectual effort [15,30].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [15] Zhai, 2024, The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review, Smart Learn. Environ. source

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    • cites [30] McIntire, A., Calvert, I., and Ashcraft, J. (2024). Pressure to Plagiarize and the Choice to Cheat: Toward a Pragmatic Reframing of the Ethics of Academic Integrity. Educ. Sci., 14. source

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  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    AI enhances efficiency and idea generation in academic collaboration but raises concerns about technical difficulties, over-reliance, and ethical considerations.

    “AI enhances efficiency and idea generation in academic collaboration but raises concerns about technical difficulties, over-reliance, and ethical considerations.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [19] Gawlik-Kobylińska, M. (2024). Harnessing Artificial Intelligence for Enhanced Scientific Collaboration: Insights from Students and Educational Implications. Educ. Sci., 14. source

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    Premisereasoning

    AI writing tools provide polished, well-structured responses but often lack genuine insight, critical analysis, and the writer's unique voice.

    “AI writing tools provide polished, well-structured responses but often lack genuine insight, critical analysis, and the writer's unique voice.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Duplicate studies were identified and removed during the review process.

    “During this stage, duplicate studies were identified and removed to prevent redundancy.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    AI can enhance personalized learning and educational accessibility but also poses risks to academic integrity, such as plagiarism and AI-generated content misuse.

    “AI can enhance personalized learning and educational accessibility but also poses risks to academic integrity, such as plagiarism and AI-generated content misuse.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [29] Artyukhov, A., Wołowiec, T., Artyukhova, N., Bogacki, S., and Vasylieva, T. (2024). SDG 4, Academic Integrity and Artificial Intelligence: Clash or Win-Win Cooperation?. Sustainability, 16. source

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    Premisecitation

    AI tools can help students identify credible sources, improve transitions between ideas, and ensure overall consistency in arguments.

    “These tools can assist students in identifying credible sources, improving transitions between ideas, and ensuring overall consistency in arguments [2].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [2] Marzuki, 2023, The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective, Cogent Educ. source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    AI tools can help students with learning disabilities by providing clearer explanations, real-time corrections, and writing suggestions, thereby improving their overall writing proficiency.

    “Similarly, students with learning disabilities can use AI for clearer explanations, real-time corrections, and writing suggestions, thereby improving their overall writing proficiency [23].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [23] Schei, O.M., Møgelvang, A., and Ludvigsen, K. (2024). Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies. Educ. Sci., 14. source

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  • May combine two claims.

    Premisecitation

    AI-powered paraphrasing tools like QuillBot enable users to rephrase extensive passages with minimal effort, often producing surface-level changes that lack meaningful engagement with the original ideas.

    “Moreover, AI-powered paraphrasing tools, like QuillBot, enable users to rephrase extensive passages with minimal effort, often producing surface-level changes that lack meaningful engagement with the original ideas.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [6] Dwivedi, 2023, “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy, Int. J. Inf. Manag.

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    • cites [9] Wang, L., and Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Educ. Sci., 14. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationreasoning

    While AI tools are widely used in higher education, their impact on younger students, professional writers, and various academic disciplines remains largely underexplored.

    “Moreover, while AI tools are widely used in higher education, their impact on younger students, professional writers, and various academic disciplines remains largely underexplored.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    Through the process of using AI for revision, students can improve sentence structure, refine word choices, and enhance coherence.

    “Through this process, students can improve sentence structure, refine word choices, and enhance coherence [9].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [9] Wang, L., and Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Educ. Sci., 14. source

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  • May combine two claims.

    Interpretationcitation

    Traditional instruction enables students to internalize writing principles and develop a deeper understanding of the reasoning behind grammatical and structural rules.

    “While AI primarily focuses on surface-level improvements, traditional instruction enables students to internalize writing principles and develop a deeper understanding of the reasoning behind grammatical and structural rules [9,32].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [9] Wang, L., and Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Educ. Sci., 14. source

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    • cites [32] Dhanapal, 2024, Impact of Artificial Intelligence Versus Traditional Instruction for Language Learning: A Survey, World J. Engl. Lang. source

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  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Interpretationreasoning

    AI-based writing tools are transforming writing instruction by providing real-time feedback, improving grammatical accuracy, and enhancing textual coherence.

    “AI-based writing tools are transforming writing instruction by providing real-time feedback, improving grammatical accuracy, and enhancing textual coherence.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationnone given

    Because AI is a relatively recent development, research on AI-assisted writing is still in its early stages.

    “Because AI is a relatively recent development, research on AI-assisted writing is still in its early stages.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    AI operates in isolation, offering corrections but lacking the ability to facilitate dialogue or peer interactions.

    “In contrast, AI operates in isolation, offering corrections but lacking the ability to facilitate dialogue or peer interactions.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    Combining AI feedback with human feedback helps students recognize the importance of using both in a comprehensive learning process.

    “Combining AI feedback with human feedback helps students recognize the importance of using both in a comprehensive learning process.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    Given that AI tools can provide instant feedback, students can work at their own pace, and those requiring additional support can benefit from AI assistance without the necessity of one-on-one tutoring.

    “Given that AI tools can provide instant feedback, students can work at their own pace, and those requiring additional support can benefit from AI assistance without the necessity of one-on-one tutoring [33].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [33] Lin, 2023, Artificial intelligence in intelligent tutoring systems toward sustainable education: A systematic review, Smart Learn. Environ. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationnone given

    Since AI models lack the ability to fully grasp nuanced writing, evaluating originality beyond basic structural improvements becomes challenging.

    “Moreover, since AI models lack the ability to fully grasp nuanced writing, evaluating originality beyond basic structural improvements becomes challenging.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: AI tools lack the ability to fully understand context, tone, deep meaning, and nuanced writing.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    The ethical concerns surrounding AI-assisted writing primarily revolve around plagiarism, originality, and academic integrity.

    “The ethical concerns surrounding AI-assisted writing primarily revolve around plagiarism, originality, and academic integrity.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    AI tools can provide immediate and continuous corrections and assistance, offering a distinct advantage over traditional instruction methods, which are often limited by instructors' availability and time constraints.

    “These tools can provide immediate and continuous corrections and assistance, offering a distinct advantage over traditional instruction methods, which are often limited by instructors' availability and time constraints.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    AI tools have made writing more efficient and accessible, particularly for non-native English speakers.

    “As a result, they have made writing more efficient and accessible, particularly for non-native English speakers.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Study design and conductreasoning

    The findings of this review should be understood as exploratory reflections rather than definitive tests of theory.

    “the findings should be understood as exploratory reflections rather than definitive tests of theory.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Narrative reviews are inherently interpretive and less replicable than systematic or scoping reviews.

  • May combine two claims.

    Interpretationcitation

    AI tools provide instant and consistent feedback but lack the depth and contextual understanding inherent in human assessment.

    “While these tools provide instant and consistent feedback, they lack the depth and contextual understanding inherent in human assessment [32].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [32] Dhanapal, 2024, Impact of Artificial Intelligence Versus Traditional Instruction for Language Learning: A Survey, World J. Engl. Lang. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductreasoning

    The research questions were not all closely interrelated through a single theoretical lens, which may have reduced the depth of engagement with particular frameworks.

    “Yet, the questions were not all closely interrelated through a single theoretical lens, which may have reduced the depth of engagement with particular frameworks.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    This approach encourages students to actively participate in their learning rather than passively accepting AI-generated corrections.

    “This approach encourages students to actively participate in their learning rather than passively accepting AI-generated corrections [21].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [21] Ruiz-Rojas, L.I., Salvador-Ullauri, L., and Acosta-Vargas, P. (2024). Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education. Sustainability, 16. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    Exercises where students analyze AI-generated content to identify strengths and weaknesses enhance their critical thinking and analytical skills to further improve their writing.

    “Moreover, educators can incorporate exercises where students analyze AI-generated content to identify strengths and weaknesses, enhancing their critical thinking and analytical skills to further improve their writing [28].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [28] Kim, 2025, Exploring students’ perspectives on Generative AI-assisted academic writing, Educ. Inf. Technol. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationnone given

    Exercises that require students to explain and justify the revisions suggested by AI tools are an effective way for instructors to ensure students actively engage in the learning process.

    “For example, exercises that require students to explain and justify the revisions suggested by AI tools are an effective way for instructors to ensure students actively engage in the learning process.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    Traditional instruction methods remain superior in fostering deep cognitive engagement, critical thinking, and long-term skill retention.

    “Despite these benefits, traditional instruction methods remain superior in fostering deep cognitive engagement, critical thinking, and long-term skill retention.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationcitation

    Transparency in AI usage ensures ethical guidelines are followed.

    “Transparency in AI usage ensures ethical guidelines are followed [15].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [15] Zhai, 2024, The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review, Smart Learn. Environ. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    Implementing guidelines on AI usage can help curb over-reliance on AI and prevent ethical violations that arise from uncritically accepting AI-generated content.

    “Implementing these guidelines can help curb over-reliance on AI and prevent ethical violations that arise from uncritically accepting AI-generated content.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: When students misuse AI-generated content, they bypass the intellectual effort essential for deep learning.

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationcitation

    AI writing tools serve as valuable supplements to help students improve their writing mechanics, but they cannot replace the cognitive engagement and critical thinking skills necessary for long-term writing proficiency.

    “AI writing tools serve as valuable supplements to help students improve their writing mechanics, though they cannot replace the cognitive engagement and critical thinking skills necessary for long-term writing proficiency.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    This approach compels students to reflect on their writing process and remain actively involved in their learning.

    “This approach compels students to reflect on their writing process and remain actively involved in their learning [21].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [21] Ruiz-Rojas, L.I., Salvador-Ullauri, L., and Acosta-Vargas, P. (2024). Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education. Sustainability, 16. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationreasoning

    Establishing clear guidelines on AI use will help prevent students from becoming overly dependent on AI-generated content.

    “This will help prevent students from becoming overly dependent on AI-generated content.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    Educators can use AI-generated reports on students' common writing errors to tailor their instruction and identify patterns they can address in targeted lessons.

    “Educators can also use AI-generated reports on students' common writing errors to tailor their instruction and identify patterns they can address in targeted lessons.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    AI provides students with a polished product but does not require them to engage fully in the writing and learning process.

    “AI provides students with a polished product, but it does not require them to engage fully in the writing and learning process.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationnone given

    AI can help students generate ideas and logically structure their essays through brainstorming.

    “AI can also help with brainstorming to assist students in generating ideas and logically structuring their essays.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    Although AI enhances short-term writing proficiency, it does not foster long-term retention of writing skills to the same extent as traditional instruction.

    “Although AI enhances short-term writing proficiency, it does not foster long-term retention of writing skills to the same extent as traditional instruction [32].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [32] Dhanapal, 2024, Impact of Artificial Intelligence Versus Traditional Instruction for Language Learning: A Survey, World J. Engl. Lang. source

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    While AI tools enhance surface-level writing mechanics, they cannot replace the analytical depth and originality developed through traditional instruction and personalized feedback from educators.

    “In short, while AI tools enhance surface-level writing mechanics, they cannot replace the analytical depth and originality developed through traditional instruction and personalized feedback from educators.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    AI tools help students produce polished texts quickly, reducing frustration and making writing more accessible, particularly for non-native English speakers.

    “Students can produce polished texts quickly, which helps reduce their frustration and makes writing more accessible, particularly for non-native English speakers [20].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [20] Chen, C., and Gong, Y. (2025). The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students. Educ. Sci., 15. source

      Not checked in the free run.

  • May combine two claims.

    Interpretationnone given

    Teachers provide personalized feedback and guide students through argument development, critical thinking, and analytical writing.

    “Teachers provide students with personalized feedback and guide them through argument development, critical thinking, and analytical writing.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationreasoning

    Traditional instruction remains indispensable in writing instruction.

    “Traditional instruction remains indispensable in writing instruction, and AI should serve as a supplement rather than a replacement.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationnone given

    Collaborative exercises like peer reviews can further help balance AI-assisted writing and traditional learning methods.

    “Additionally, collaborative exercises like peer reviews can further help balance AI-assisted writing and traditional learning methods.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    Using AI-generated prompts can stimulate student creativity, ensuring that students continue to develop original ideas and construct well-founded arguments.

    “Educators can also use AI-generated prompts to stimulate student creativity, ensuring that students continue to develop original ideas and construct well-founded arguments [12,32].”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [12] Gasaymeh, A.M.M., Beirat, M.A., and Qbeita, A.A.A. (2024). University Students’ Insights of Generative Artificial Intelligence (AI) Writing Tools. Educ. Sci., 14. source

      Not checked in the free run.

    • cites [32] Dhanapal, 2024, Impact of Artificial Intelligence Versus Traditional Instruction for Language Learning: A Survey, World J. Engl. Lang. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation

    Structured assignments where students first draft content and then use AI to identify areas for revision allow students to develop creativity and gain a deeper understanding of writing mechanics while benefiting from AI-driven feedback.

    “This approach allows students to develop their creativity and gain a deeper understanding of writing mechanics while benefiting from AI-driven feedback.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationcitation

    Engaging students in analyzing AI-generated revisions for appropriateness can foster analytical thinking skills.

    “Instructors can foster analytical thinking skills by engaging students in analyzing AI-generated revisions for appropriateness [21].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [21] Ruiz-Rojas, L.I., Salvador-Ullauri, L., and Acosta-Vargas, P. (2024). Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education. Sustainability, 16. source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Effective instructors can identify students' weaknesses, offer detailed explanations, and foster improvements through various writing assignments.

    “Effective instructors can identify students' weaknesses, offer detailed explanations, and foster improvements through various writing assignments.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    There is limited empirical data on the long-term effects of AI on student learning and cognitive development.

    “There is limited empirical data on the long-term effects of AI on student learning and cognitive development.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    The social benefits gained through discussions, debates, and collaboration are a critical aspect of writing, and AI cannot fully replicate them.

    “A critical aspect of writing lies in the social benefits gained through discussions, debates, and collaboration-elements that AI cannot fully replicate [32].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [32] Dhanapal, 2024, Impact of Artificial Intelligence Versus Traditional Instruction for Language Learning: A Survey, World J. Engl. Lang. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    Assigning students to explain their revisions after utilizing AI tools demonstrates their understanding of the changes.

    “For example, they can assign students the task of explaining their revisions after utilizing AI tools, thereby demonstrating their understanding of the changes.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The breadth of the search strategy allowed for the inclusion of diverse perspectives on AI in academic writing.

    “The breadth of the search strategy allowed for the inclusion of diverse perspectives on AI in academic writing.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    Personalized feedback from instructors helps students refine their writing over time and foster a deeper understanding of the principles of strong writing.

    “This personalized approach helps students refine their writing over time and foster a deeper understanding of the principles of strong writing [21].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [21] Ruiz-Rojas, L.I., Salvador-Ullauri, L., and Acosta-Vargas, P. (2024). Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education. Sustainability, 16. source

      Not checked in the free run.

67 of 67

  • The paper relies on this without support.

    The 20 included studies are sufficient to draw conclusions about the role of AI in academic writing in higher education.

    “After applying the inclusion and exclusion criteria and eliminating duplicates, 20 studies were finalized for inclusion in the review.”

  • The paper relies on this without support.

    Writing requires developing cognitive abilities such as critical thinking, argument construction, and independent reasoning.

    “Writing is more than producing grammatically correct, coherently structured sentences; it requires developing cognitive abilities, such as critical thinking, argument construction, and independent reasoning.”

  • The paper relies on this without support.

    AI tools lack the ability to fully understand context, tone, deep meaning, and nuanced writing.

    “which often lack an understanding of the content's context, tone, or deep meaning.”
    “since AI models lack the ability to fully grasp nuanced writing”

  • The paper relies on this without support.

    Narrative reviews are inherently interpretive and less replicable than systematic or scoping reviews.

    “narrative reviews are inherently interpretive and less replicable than systematic or scoping reviews”

  • The paper relies on this without support.

    When students misuse AI-generated content, they bypass the intellectual effort essential for deep learning.

    “When students misuse AI-generated content, they bypass the intellectual effort essential for deep learning”
5 of 5

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • These mechanisms produce learning gains only when instruction structures students to critically engage with AI feedback rather than passively accept it-making human-AI interaction quality, rather than tool access alone, the proximate driver of writing improvement.

    “Crucially, these mechanisms produce learning gains only when instruction structures students to critically engage with AI feedback rather than passively accept it—making human–AI interaction quality, rather than tool access alone, the proximate driver of writing improvement (Aljuaid, 2024; Arif et al., 2025; Deep and Chen, 2025).”

    From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Deep and Chen, 2025

    Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

    Experimental — accuracy not yet measured

  • AI functions as an ideational scaffold during planning stages: by generating alternative outlines, proposing argumentative structures, and modeling genre conventions, AI expands learners' rhetorical options.

    “Second, AI functions as an ideational scaffold during planning stages: by generating alternative outlines, proposing argumentative structures, and modeling genre conventions, AI expands learners’ rhetorical options—particularly valuable for those lacking sufficient exposure to academic writing schemas (Deep and Chen, 2025; Kim et al., 2024; Reza et al., 2025; Wang, 2024).”

    From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Deep and Chen, 2025

    Section 4.5.1 says AI can help students brainstorm ideas and logically structure essays; the ‘Support for Logical Argumentation’ section also describes structured content suggestions and counterarguments. These passages support ideation and argumentative structuring, but our copy does not substantiate alternative outlines, modeling genre conventions, or particular value for learners unfamiliar with academic writing schemas. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Most studies operationalize digital critical thinking through general scales not designed for AI-mediated contexts, leaving claims about AI fostering critical thinking largely aspirational rather than empirically grounded.

    “Yet a persistent inconsistency exists between the theoretical centrality of digital critical thinking and its empirical treatment: most studies operationalize it through general scales not designed for AI-mediated contexts, leaving claims about AI fostering critical thinking largely aspirational rather than empirically grounded (Deep and Chen, 2025; Zakaria et al., 2025).”

    From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Deep and Chen, 2025

    Section 4.7 (page unavailable) describes a limited empirical base and calls the review's conclusions exploratory rather than definitive, supporting caution about claims that AI fosters critical thinking. It does not say that most studies measure digital critical thinking with general scales unsuited to AI-mediated contexts, or that such measurement is why those claims lack empirical grounding. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • The strengthening correlation between writing proficiency and digital critical thinking-from pretest (r = 0.81) to posttest (r = 0.94), with gain scores also strongly associated (r = 0.93)-provides preliminary evidence that these are co-developing competencies rather than independent outcomes.

    “The strengthening correlation between writing proficiency and digital critical thinking—from pretest (r = 0.81) to posttest (r = 0.94), with gain scores also strongly associated (r = 0.93)—provides preliminary evidence that these are co-developing competencies rather than independent outcomes (Zakaria et al., 2025; Deep and Chen, 2025).”

    From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Deep and Chen, 2025

    Split into 2 atoms — 0 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 1 unverifiable. Expand the claim to see per-atom verdicts.

    Experimental — accuracy not yet measured

  • The educational value of generative AI in writing contexts is shaped less by tool availability than by the quality of human-AI interaction fostered through deliberate instructional design.

    “Recent scholarship has increasingly highlighted that the educational value of generative AI in writing contexts is shaped less by tool availability than by the quality of human–AI interaction fostered through deliberate instructional design (Aljuaid, 2024; Deep and Chen, 2025).”

    From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Deep and Chen, 2025

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Authors
Deep, P. D., & Chen, Y.
Affiliations
Sam Houston State University (US)
Corresponding author
  • Deep, Promethi Das
  • Chen, Yixin
ORCID
Venue
Societies
Publisher
MDPI AG
Published
2025-09-04
Volume
15
Issue
9
Pages
247
ISSN
2075-4698 (ISSN-L)
DOI
10.3390/soc15090247
OpenAlex
W4413989832
Semantic Scholar
ec99cc47821d7a50ef89eaaa451f916c247eb6ba
Cited by
65
References
32
Citations by year
2026: 59 · 2025: 6
FWCI
67.59
Type
journal article
Language
en
Open access
Licence
Locations
  • Societies (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Safety Research › Academic integrity and plagiarism
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
Keywords
artificial intelligence in education, academic writing, AI writing tools, writing skills, critical thinking, academic integrity, AI-generated text, writing instruction, self-directed learning, writing fluency, personalized tutoring, cognitive load, higher education, ChatGPT, Grammarly, QuillBot

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