THE APPLICATION OF ARTIFICIAL INTELLIGENCE IN TEACHING WRITING SKILLS TO ENGLISH MAJOR STUDENTS AT THE NATIONAL ACADEMY OF PUBLIC ADMINISTRATION: BENEFITS AND CHALLENGES

Abstract

Artificial intelligence (AI) has become a key educational tool in the digital age. This study explores AI’s integration into teaching writing skills to English majors at the National Academy of Public Administration, focusing on its benefits and challenges. Using a mixed-methods approach, the research combines quantitative and qualitative data. In particular, a survey of 150 students shows a significant improvement in writing scores, increasing from an average of 5.4/10 to 7.9/10 after using AI tools. Qualitative data from interviews and classroom observations reveal that AI provides prompt feedback, reduces instructors’ workload, and supports personalized learning. However, challenges such as high costs, accessibility issues, and inconsistent feedback quality are noted. The findings demonstrate significant improvements in writing skills with AI, but challenges related to accessibility and feedback quality must be addressed. This study clarifies AI’s role in writing instruction and offers recommendations for enhancing technology’s use in education.