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.
References
ABS-CBN News. (2024, October 27). Lawmaker revives call for body to craft policy, regulate use of AI. https://www.abs-cbn.com/business/2024/10/27/lawmaker-revives-call-for-body-to-craft-policy-regulate-use-of-ai-1311
Altavas College (2022). English language literacy among B.S. criminology students. Studocu https://www.studocu.com/ph/document/the-national-teachers-college/secondary-education/english-language-literacy-among-bs-criminology-students/29104873
Barrot, J. S. (2023). The impact of AI writing tools on the content and organization of student writing: A mixed-methods study. Cogent Education, 10(1), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Basic, Z., Banovac, A., Kruzic, I., & Jerkovic, I. (2023). Better by you, better than me, ChatGPT-3 as writing assistance in students' essays. arXiv. https://doi.org/10.48550/arXiv.2302.04536
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Candilas, K., Japson, M. C. N., Bartolata, V. D., Amores, D. J. R., Abas, S. R., & Getuaban, P. a. M. (2024). AI-powered writing tools: A phenomenological inquiry of tertiary students’ usage. AsiaCALL Online Journal, 15(2), 29–41. https://doi.org/10.54855/acoj.241523
Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K–12: A systematic literature review. International Journal of STEM Education, 10, Article 29. https://doi.org/10.1186/s40594-023-00418-7
Chinanglas, R. J., Tabao-Ican, D. M. A., Canutab, J. N., Yango, B. J., Paga, A. K., Guzman, L., Tucrang, A. K., Peleo, S., & Cipriano, C. M. (2024). The use of ChatGPT on the criminal justice subjects of CCJE students at the University of the Cordilleras. SSRN. https://doi.org/10.2139/ssrn.4936804
Digital Education Council. (2025, January 20). Digital Education Council Global AI Faculty Survey 2025. https://www.digitaleducationcouncil.com/post/digital-education-council-global-ai-faculty-survey
Digital Education Council. (2024, August 7). What Students Want: Key Results from DEC Global AI Student Survey 2024. https://www.digitaleducationcouncil.com/post/what-students-want-key-results-from-dec-global-ai-student-survey-2024
Emperador, E. A. (2019). Criminology students’ discourse writing deficiencies: An ESP monograph. International Journal of Humanities and Social Sciences, 11(3), 1–11. https://doi.org/10.26803/ijhss.11.3.1
Estrellado, C. J. P., & Miranda, J. C. (2023). Artificial intelligence in the Philippine educational context: Circumspection and future inquiries. International Journal of Scientific and Research Publications, 13(5), 16–22. https://doi.org/10.29322/IJSRP.13.05.2023.p13704
Fabro, R. B. B., Rivera, J. C., Sambrano, L. C., Dinoy, L. J. M., Alcozer, N. G., & Agustin, M. C. (2024). Perceptions and extent of utilization of generative Artificial Intelligence (AI) among Filipino students. International Journal of Education and Research, 12(7), 107–123. https://www.ijern.com/journal/2024/July-2024/09.pdf
Fajardo, M. F. (2023). Filipino students’ competency in evaluating digital media content credibility: ‘Beginning’ to ‘emerging’ levels. Journal of Media Literacy Education, 15(2), 58–70. https://doi.org/10.23860/JMLE-2023-15-2-5
Furze, L. (2023, February 27). Teaching writing in the age of AI: Reinventing English. https://leonfurze.com/2023/02/27/teaching-writing-in-the-age-of-ai-reinventing-english
Gasaymeh, A. M., Beirat, M. A., & Abu Qbeita, A. A. (2024). University students’ insights of generative artificial intelligence (AI) writing tools. Education Sciences, 14(10), 1062. https://doi.org/10.3390/educsci14101062
Giray, L., De Silos, P. Y., Adornado, A., Buelo, R. J. V., Galas, E., Reyes-Chua, E., Santiago, C., & Ulanday, M. L. (2024). Use and impact of Artificial Intelligence in Philippine higher education: Reflections from instructors and administrators. Internet Reference Services Quarterly, 28(3), 315–338. https://doi.org/10.1080/10875301.2024.2352746
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
Holmes, W., Porayska‑ Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Buckingham Shum, S., Santos, O. C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., & Koedinger, K. R. (2022). Ethics of AI in education: Towards a community‑ wide framework. International Journal of Artificial Intelligence in Education, 32(3), 504–526. https://doi.org/10.1007/s40593-021-00239-1
Jacob, S., Tate, T., & Warschauer, M. (2023). Emergent AI-assisted discourse: case study of a second language writer authoring with ChatGPT. arXiv. https://doi.org/10.48550/arXiv.2310.10903
Karatay, Y., & Karatay, L. (2024). Automated writing evaluation use in second language classrooms: A research synthesis. System, 123, 103332. https://doi.org/10.1016/j.system.2024.103332
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring artificial intelligence in academic essay: Higher education student's perspective. International Journal of Educational Research Open, 5, 100296. https://doi.org/10.1016/j.ijedro.2023.100296
Malon, J. C., Virtudazo, J., Vallente, W., Ayop, L., & Malon, M. F. O. (2024). Expressing ideas: AI-integrated paraphrasing to students' writing skills. International Journal of Educational Methodology, 10(4), 531-542. https://doi.org/10.12973/ijem.10.4.531
Marcelo, E. (2023). Address challenges in AI, technology in education. The Philippine Star. https://www.philstar.com/headlines/2023/09/24/2298601/address-challenges-ai-technology-education
Mediyawati, N., Young, J. C., & Nusantara, S. B. (2021). U-tapis: Automatic spelling filter as an effort to improve Indonesian language competencies of journalistic students. Cakrawala Pendidikan [Educational Horizon], 40(2), 402–412. https://doi.org/10.21831/cp.v40i2.34546
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Midwest Political Science Association. (2023). The challenge of teaching in an AI world. https://www.mpsanet.org/the-challenge-of-teaching-in-an-ai-world
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Obilor, E. I. (2023). Convenience and purposive sampling techniques: Are they the same? International Journal of Innovative Social & Science Education Research, 11(1), 1–7.
Office of Educational Technology. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. U.S. Department of Education. https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf
Pitts, G., Rani, N., Mildort, W., & Cook, E.-M. (2025). Students’ reliance on AI in higher education: Identifying contributing factors. arXiv. https://arxiv.org/abs/2506.13845
Rahimi, M., Fathi, J., & Zou, D. (2024). Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective. Education and Information Technologies, 30(3), 2691–2735. https://doi.org/10.1007/s10639-024-12896-5
Sajja, R., Sermet, Y., Cikmaz, M., Cwiertny, D., & Demir, I. (2024). Artificial Intelligence-enabled intelligent assistant for personalized and adaptive learning in higher education. Information, 15(10), Article 596. https://doi.org/10.3390/info15100596
Santos, M. R. C., & Cruz, M. B. (2024). The effect of students' use of AI in research: Towards policy recommendations on the responsible use of AI in schools. Globus Journal of Progressive Education, 14(1), 46–55. https://doi.org/10.46360/globus.edu.220241007
Segovia, R. O. (2024). Factors that contribute to report writing proficiency in American law enforcement: A thematic literature review. International Journal of Police Science, 3(1). https://doi.org/10.56331/ijps.v3i1.10163
Sevillano, S. (2024). DepEd chief optimistic on benefits of AI for quality education. Philippine News Agency. https://www.pna.gov.ph/articles/1236353
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260843
Stewart, M. B. (2020, October 29). The importance of writing skills in policing. LinkkedIn. https://www.linkedin.com/pulse/importance-writing-skills-policing-m-brad-stewart/
Sumakul, D. T., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of the use of AI in a writing class. In Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021, 103-144. Atlantis Press. https://doi.org/10.2991/assehr.k.220201.009
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Talili, Z. R. J. B. (2024). Integrating artificial intelligence in academic writing. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence, 1(8). https://doi.org/10.5281/zenodo.13610697
Teng, M. F., & Ma, M. (2024). Assessing metacognition-based student feedback literacy for academic writing. Assessing Writing, 59, Article 100811. https://doi.org/10.1016/j.asw.2024.100811
Tran, T. T. H. (2024). AI tools in teaching and learning English academic writing skills. In Proceedings of the AsiaCALL International Conference, 4, 170–187. https://doi.org/10.54855/paic.23413
Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: A randomized controlled trial. Frontiers in Psychology, 14, Article 1249991. https://doi.org/10.3389/fpsyg.2023.1249991
Ya’u, M. S. (2025). AI-assisted writing and academic literacy: Investigating the dual impact of language models on writing proficiency and ethical concerns. International Journal of Education & Literacy Studies, 13(1), 1–12. https://doi.org/10.7575/aiac.ijels.v.13n.1p.1
Xu, J. (2024). English writing strategy and writing performance of non-English majors in China. International Journal of Open-Access, Interdisciplinary & New Educational Discoveries, 3(3), 1–12. https://etcor.org/storage/iJOINED/Vol.%20III%283%29%2C%201-12.pdf
Zhang, Y. (2024). Incorporating ChatGPT as an automated written corrective feedback tool into L2 writing class. Journal of Language Teaching, 4(4), 22–34. https://doi.org/10.54475/jlt.2024.024
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Aldren Lim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
