aceThe AI Mirror: A Qualitative Study of Student Autonomy and Dependence in ESL Writing
This article explores the role of Artificial Intelligence (AI) in English as a Second Language (ESL) writing, examining whether it fosters autonomy or promotes dependency. Utilizing a qualitative methodology, semi-structured interviews were conducted following a timed writing task with 40 intermediate-level ESL students across three higher education institutions in Oman. Thematic analysis reveals that AI's impact on student autonomy is highly contingent upon its pedagogical application. When utilized strategical…
When ESL students use AI strategically for brainstorming and personalized feedback, it works as a scaffold that supports self-directed learning.
When ESL students lean on AI to generate whole texts or passively fix errors, they offload thinking and become less independent writers.
The evidence comes from interviews with 40 intermediate-level ESL students at three institutions in Oman, so it reflects self-reported experiences in a limited population rather than measured outcomes across wider groups.
Evidence
- Peer-reviewedInternational Journal of TESOL & Education2026-10-15
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Truvace Impact Record TRV-2026-1464, v1: “The AI Mirror: A Qualitative Study of Student Autonomy and Dependence in ESL Writing.” Truvace, 2026-10-15. /record/TRV-2026-1464 (accessed at citation time). sha256 6207f6a8c9fc9aa0…
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