Gains and hurdles of English language instructors in developing writing skills of criminology students in the age of Artificial Intelligence (AI)
DOI:
https://doi.org/10.12928/eltej.v9i2.16006Keywords:
Artificial intelligence, Critical thinking deficiency, Writing skills, OverdependenceAbstract
This study explored the perspectives of English language instructors on the gains and challenges of developing the writing skills of criminology students in the age of Artificial Intelligence (AI), as well as the strategies they employed to address these challenges. A qualitative research design was employed using semi-structured interviews with 6 English language instructors teaching writing in criminology programs at a criminology school in the Philippines. The interview data were analyzed through thematic analysis to identify recurring patterns and shared experiences. The findings revealed that instructors perceived AI as beneficial in facilitating writing instruction, improving the quality of students’ written outputs, and supporting the writing process through planning, modeling, feedback, and increased learner confidence. However, instructors also identified challenges associated with AI-assisted writing, including students’ overdependence on AI-generated outputs, concerns regarding comprehension and authenticity, and reduced critical engagement in writing tasks. To address these issues, instructors implemented strategies such as guided AI use, independent and contextualized writing activities, and controlled AI-assisted writing tasks to promote ethical and critical writing practices. The study concludes that while AI offers valuable support in writing instruction, its effective integration depends on instructors’ pedagogical guidance to ensure the development of students’ authorship, critical thinking, and responsible use of AI.
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