Examining the Impact of AI-Powered Writing Tools on Independent Writing Skills of Health Science Graduates - Paper

Oct 15, 2026

Uploaded by Đào

The level of reliance on AI-Powered Writing Tools (AI-PWT) significantly affects the independent English writing skills of English as a Second Language (ESL) health science graduates. The study investigates participants’ familiarity and perceived usefulness of two tool types—editing-assistance independent writing and generative writing with AI assistance—and examines how these tools shape independent writing. A survey of 309 graduates from a South Indian private medical university reports knowledge distributions, confidence in feedback, attitudes toward use, and reliance patterns.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

AI-PWT for editing, cohesion, and remediation

Types of AI-PWA and their roles

Challenges for independent ESL writing

EXAMINING THE IMPACT OF AI-POWERED WRITING TOOLS ON INDEPENDENT WRITING SKILLS OF HEALTH SCIENCE GRADUATES Dr. Cynthia Milton,1 Associate Professor, Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research, Porur,Chennai. [cynthiamilton@sriramachandra.edu.in](cynthiamilton@sriramachandra.edu.in) [ORCID:0000-0002-7162-8693](ORCID:0000-0002-7162-8693) Mrs. Vidhya Lokesh,2 Assistant Professor, Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research, Porur,Chennai. [vidhyal@sriramachandra.edu.in](vidhyal@sriramachandra.edu.in) [ORCID: 0000-0002-8306-1434](ORCID: 0000-0002-8306-1434) Mrs. Gayathri Thiruvengadam,3 Assistant Professor, Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research, Porur,Chennai. [gayathri.t@sriramachandra.edu.in](gayathri.t@sriramachandra.edu.in) [ORCID: 0000-0003-2753-0717](ORCID: 0000-0003-2753-0717) Abstract. The level of reliance on AI-Powered Writing Tools (AI-PWT) profoundly impacts the independent writing skill of English as Second Language (ESL) learners. The present study explores the familiarity and utility of two different types of AI -Powered Writing Tools (Independent Writing with AI editing assistance; Generative writing with AI assistance) among ESL health science graduates and to understand the role of these tools in shaping their independent writing skills. Method: The study adopted a survey technique to understand the knowledge, attitude and utility of AI-powered writing tools among 309 Health Science graduates from a South Indian private Medical University. Result: The findings showed the overall frequency distribution of the participants ’ level of knowledge had a higher score range of 14-20 in 213 (68.9%) samples. Although 215 (70%) were familiar on using AI-PWT to improve vocabulary and grammar, around 17-19 % were uncertain about receiving real-time writing feedback to optimize the content. 199 (64%) expressed a positive perspective in using AI-PWT. Around 214 (69.3 %) took assistance from AI-PWT for generative writing purposes than revising the independently written content. In practice, only 64 (20.7 %) received feedback to refine the vocabulary and 60 (19.4%) to revise grammar, 1. First Author: Conceptualization, Writing –original draft, Writing–review and editing 2. Corresponding Author: Conceptualization,Reviewing and editing 3. Co Author : Reviewing and editing ( Author 1 and 2 have equally contributed ) indicating an inclination for more generative writing with AI utility than Independent Writing with editing assistance. Conclusion: AI-Powered Writing Tools are well-recognised and powerful writing assistance to help students with their academic writing. However, relying on these tools only for generative purposes could significantly affect independent writing. The study insists on the need for teacher-guided assistance to train students to adopt the right tool that could best serve as a collaborative writing assistant adhering to the ethics. Keywords: AI-Powered Writing Tools, Independent Writing, generative writing assistance, editing assistance, health science graduates, English as Second Language 1. INTRODUCTION The emerging range of automated academic writing support from AI-Powered Writing Tools (AI-PWT) requires scrutinised facilitation to improve English writing skills among English as a Second Language (ESL) graduates. AI-PWT has been sought for error correction and remediation (Alharbi, Wael, 2023) and better construction of cohesion and coherence, vocabulary, phrases , spelling, organisation of text, etc. (Tran, 2024) . AI-PWT has been regarded as the best support tool for editing assistance, unlike anyother traditional writing assistive tool. Mahapatra (2024), examining the impact of AI-PWTon ESL students’ academic writing skills, strongly stated that AI-PWT could be regarded asa wonderful facilitato

FAQs

What does the study examine about AI-Powered Writing Tools (AI-PWT)?

It examines how reliance on AI-PWT influences the independent writing skills of ESL health science graduates, focusing on familiarity and utility of two tool types.

How were participants categorized by the type of AI writing support used?

The study distinguishes independent writing with AI editing assistance from generative writing where AI takes the lead and the user may provide feedback during revision.

What does the study conclude about using AI-PWT?

AI-PWT is recognized as a powerful writing assistance, but relying only on generative purposes may negatively affect independent writing; teacher-guided support is needed to support ethical tool adoption.

Oct 15, 2026

Uploaded by Đào