INTEGRATING AI WRITING ASSISTANTS INTO THE ESL CURRICULUM: OPPORTUNITIES AND CHALLENGES FOR TEACHERS

Аннотация

Abstract The rise of AI-powered writing assistants like Grammarly, QuillBot, and ChatGPT is transforming the landscape of English as a Second Language (ESL) instruction. While students increasingly rely on these tools for writing tasks, teachers are often left navigating the opportunities and risks of integrating AI into classroom practice. This study explores ESL teachers’ perceptions, practices, and challenges when incorporating AI writing tools into the curriculum. Through a mixed-methods approach involving a teacher survey and follow-up interviews, the study identifies pedagogical benefits such as personalized feedback, learner autonomy, and classroom efficiency, alongside challenges including ethical concerns, student overreliance, and insufficient professional development. The article argues that thoughtful integration of AI tools, supported by clear institutional policies and teacher training, is essential for maximizing their benefits in ESL writing instruction. Practical recommendations and implications for future research are also provided.