Abstract:

This study investigates the integration of Generative Artificial Intelligence (GAI) tools in an institutional writing module designed to equip students with essential communication skills for the workplace. Writing proficiency is an essential employability skill, yet attaining proficiency has been identified as a persistent hurdle for students. To address this ongoing challenge, the study integrated the use of GAI tools at key stages in the writing process—idea generation, drafting, and revision—with guidance on its ethical use. The research employed the complementary frameworks of the AI Assessment Scale (AIAS) and the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which guided the study in two areas:
(1) purposeful use of GAI supports students who struggle with writing proficiency, and
(2) how student attitudes towards GAI influence its ethical adoption in academic settings.

A quasi-experimental design was used, drawing on pre- and post-intervention surveys, assessment data, and reflective responses. Findings indicate that structured use of GAI tools can meaningfully support learners. Guided interaction with GAI tools also influenced students’ writing behaviours, ethical awareness, and confidence in producing original work. Students reported improved confidence in effectively utilising GAI in writing and critically assessing AI-generated outputs. The study concludes that GAI integration can bridge the writing proficiency gap, foster responsible AI usage, and model effective practices for applying AI in education. These findings contribute to ongoing discussions on the impact of AI in transforming teaching, learning, and assessment.

Keywords:

Generative AI, Academic integrity, Writing instruction, AI in education, Student self-efficacy, Ethical AI use, Writing proficiency, Technology-enhanced learning.