THE IMPACT OF AI TOOLS ON ENGLISH WRITING SKILLS OF SECONDARY SCHOOL STUDENTS OF MIANWALI DISTRICT

Abstract

This study investigates the impact of AI-powered writing tools (ChatGPT, Grammarly, QuillBot, and Google Translate) on the English writing proficiency, psychological reliance, and critical thinking skills of secondary school students in the semi-urban Mianwali District, Pakistan. Employing a mixed-methods explanatory sequential design, the research gathered quantitative data from 100 Grade 9 and 10 students at private schools through writing assessments (manual vs. AI-assisted) and surveys, followed by qualitative semi-structured interviews with 15 students and 5 English teachers. The findings reveal a “Digital Leapfrog” effect, where students bypass foundational digital literacy for advanced generative AI. Quantitatively, AI usage significantly improved mechanical writing metrics, including grammar and academic vocabulary. However, qualitative triangulations uncovered an “illusion of competence”; these improvements were largely superficial and passive. Psychologically, the study identified a motivation paradox: while engagement in writing tasks increased, intrinsic motivation and independent self-efficacy plummeted. High AI dependency fostered “Imposter Syndrome” among students, who recognized their actual abilities lagged behind their AI-generated outputs. Furthermore, AI interventions caused a severe decline in originality and critical thinking, leading to a “Standardization Trap” characterized by generic, context-blind essays devoid of the students’ authentic voices. Rooted in Vygotsky’s Zone of Proximal Development and Bandura’s Social Cognitive Theory, this research concludes that unregulated AI use acts as a cognitive crutch rather than a pedagogical scaffold. The study recommends shifting to process-oriented assessments, implementing the “AI-Sandwich” pedagogical method, and integrating digital literacy into the curriculum to foster authentic learning in AI-integrated classrooms.