Teacher's Perceptions of AI Tools in English Academic Writing Instruction

Abstract

This research examines university-level instructors' perceptions of generative artificial intelligence (AI) applications, such as ChatGPT, in teaching academic writing. The study explores instructors' perceptions, interpretations, and adaptations regarding the challenges and opportunities of AI integration in their classes. This research relies on semi-structured interviews to examine how teachers use AI in their writing classes, their concerns about originality and academic integrity, and how they are adjusting their pedagogical practices to incorporate AI. The findings show that although teachers believe AI can enhance students' learning, they are also concerned about overreliance on technology and its impact on students' critical thinking. The study provides insights into the evolving role of AI in writing pedagogy and offers practical implications for incorporating AI into educational institutions without compromising academic integrity.