MAJOR DIFFICULTIES IN IMPLEMENTING AI TOOLS TO IMPROVE WRITING COMPETENCE

Abstract

Artificial intelligence (AI) tools are increasingly used to support writing in English language education, offering opportunities for grammar correction, vocabulary development, idea generation, text organization, and personalized feedback. Despite these possibilities, the implementation of AI tools in writing instruction involves substantial pedagogical, technological, ethical, and linguistic challenges. This article examines the major difficulties associated with integrating AI-assisted writing tools into English language learning and proposes practical approaches for addressing them. The study employs a narrative literature review and conceptual analysis of research on automated writing evaluation, AI-supported language learning, academic integrity, digital literacy, and human–AI collaboration. The analysis identifies several interrelated challenges: inaccurate or misleading feedback, overdependence on automated assistance, reduced learner autonomy, academic integrity concerns, privacy and data-protection risks, unequal access to technology, limited contextual and cultural sensitivity, and difficulties in assessing authentic writing competence. Examples from B2-level writing instruction illustrate how AI-generated corrections may improve surface-level accuracy while overlooking argument quality, intended meaning, or genre conventions.