Artificial Intelligence in writing instruction: A self-determination theory perspective
Rahayu – Sukardi Weda – Muliati – Nofvia De Vega
DOI: 10.18355/XL.2024.17.01.16
Abstract
This study aimed to delve into the multifaceted role of artificial intelligence (AI) in writing instruction, with a particular emphasis on AI-based writing tools like Grammarly and QuillBot. Contributing to the ongoing discourse on incorporating AI into educational practices, this research offers a thorough grasp of the benefits and possible drawbacks of using AI in writing instruction. The study adopted a qualitative case study design to collect data from a diverse range of participants, including novice and experienced users of AI-based writing tools. Through a combination of in-depth interviews and direct observations, the study collected rich, qualitative data, providing a holistic view of the experiences and perceptions of individuals regarding the use of AI in writing instruction. The main findings of the study revealed that AI-based writing tools enhance writing competence and fulfil psychological needs such as autonomy, relatedness, and integrity in writing but risks of relying too much on AI were also pointed out. For example, AI could kill creativity, make writing styles more similar, and make people feel like they have no control over their writing. While the study acknowledges the significant potential of AI to enhance the writing process. Moreover, it highlights the importance of being aware of the potential dangers that it poses. The results emphasize the need for a well-rounded strategy that capitalizes on the advantages of AI in writing education while guaranteeing that it enhances and complements unique writing approaches, as opposed to dictating them.
Key words: artificial intelligence (AI), self-determination theory (SDT), writing instruction, grammarly, quillbot
Pages: 234 - 244
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