Mediating the Effect of Artificial Intelligence Tools on the Academic Writing Skills of University Students in Kano State, Nigeria

Abstract

The integration of Artificial Intelligence tools in educational contexts has considerable implications for university students’ academic writing skills, often leading to negative outcomes. It is highlighted that Artificial Intelligence (AI) tools provide both benefits and significant setbacks. This study explored the influence of AI tools on the academic writing skills of university students and proposed strategies to mediate AI usage for positive reinforcement of writing skills. A mixed-method design was employed in the study: a quantitative approach for the statistical analysis of the collected data and qualitative approach for content analysis of students’ written tasks. The study employed Taro Yamane formulae to select sample size of 320 undergraduate (students) from the target population in the four selected universities in Kano State, Nigeria. Data were collected through questionnaire instrument, as well as the pre-test and post-test written tasks scores of the control and experimented groups. Descriptive and inferential statistics were used in the analysis of the collected data. Findings of the study revealed no significant negative impact of AI tools on the academic writing of university students. In addition, various strategies for the ethical usage of AI-guided tools to improve students’ academic writing proficiency were supported by majority of teachers. Therefore, it is concluded that AI tools is a supportive mechanism for enhancing writing skill, if well monitored and regulated. Parts of the recommendations of the study are that AI tools should be integrated into a blended approach alongside traditional approach to improve students’ writing skills.