How AI Writing Intensity Shapes Students' Independent Academic Writing Ability: A Correlational Study
DOI:
https://doi.org/10.30762/ireell.v4i2.9560Keywords:
academic writing, artificial intelligence, correlational study, independency, intensityAbstract
Artificial Intelligence is widespread in various aspects of life, particularly in the field of education. The emergence of AI-based digital platforms such as ChatGPT, Grammarly, Google Gemini, and others has transformed the way students complete academic assignments, particularly academic writing. However, college students often become dependent on AI and less motivated when completing independent writing assignments due to AI's ability to generate high-quality essays. This study investigated the correlational relationship between the intensity of AI use in the writing process and students’ independent academic writing ability. Employing a quantitative-correlational design, this study involved 32 English Education students from the 2023 intake at Universitas Tidar who had completed the essay writing course and were currently enrolled in the academic writing course. AI use intensity was measured using the Academic Writing Questionnaire (AI-AWQ), while independent writing ability was assessed using the Transparent Academic Writing Rubric (TAWR). The findings reveal that AI use intensity was significantly and positively correlated with independent academic writing ability (r=.454, p=.009). The higher the intensity of Artificial Intelligence utilization, the greater the learners’ independence in writing ability. Normality assumptions are met (Shapiro-Wilk: p=.150 and p=.254), justifying the use of Pearson correlation. These findings suggest that students with higher AI use intensity do not necessarily demonstrate lower levels of independent writing ability; rather, AI can function as a scaffolding tool when applied reflectively.
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Copyright (c) 2026 Alfi Rohmatul Asri, Lilia Indriani , Taufik Arochman
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