AI Meets Pedagogy: Transforming Writing Skills for Tomorrow’s Educators

Abstract

As artificial intelligence (AI) continues to reshape the educational landscape, its integration into writing instruction offers both opportunities and challenges—particularly for pre-service educators. This quantitative study examines the perceived effectiveness of AI tools in academic writing, the attitudes of pre-service teachers (majoring in English) toward AI-assisted writing, and the perceived potential for integrating these technologies into future pedagogical practices. Data were collected from 26 participants through a structured survey instrument. Descriptive and inferential statistical analyses revealed a high level of perceived AI tool effectiveness in academic writing, with significant variations based on prior self-directed learning and exposure to AI tools. Respondents expressed generally positive attitudes toward AI writing assistants, highlighting their potential to improve writing quality, provide real-time feedback, and foster learner autonomy. Moreover, findings indicate strong support for the integration of AI writing tools in classroom writing activities, as they are seen to enhance lesson planning and collaborative writing experiences. Correlational analysis showed a strong positive relationship between perceived AI tool effectiveness and attitudes toward AI-assisted writing tools. Additionally, a moderate positive correlation emerged between perceived AI effectiveness and perceived pedagogical integration, as well as between pedagogical integration and attitudes toward AI tools. These results emphasize the im-portance of equipping future educators with targeted training and critical digital literacy skills to ensure the ethical and effective use of AI technologies in writing pedagogy.