| Abstract: |
The integration of Generative Artificial Intelligence (AI) tools, such as Chat GPT, has transformed the landscape of higher education, particularly in English Language Teaching (ELT) and the development of writing skills. This paper critically evaluates the dual nature of AI in academia—acting both as a personalized learning catalyst and a potential threat to academic integrity and cognitive writing development. Through a comprehensive literature review of ten distinct perspectives and data analysis, this study examines how AI reshapes pedagogical frameworks, affects student dependency, and alters assessment methods. The findings suggest that while AI enhances vocabulary and grammar acquisition, it poses risks to critical thinking and original authorship. The paper concludes with strategic recommendations for a hybrid pedagogical approach, advocating for "AI-assisted human learning" rather than complete automation. |
