دراسات وأبحاث
Volume 18, Numéro 2, Pages 320-339
2026-04-15
Perceptions And Practices Of Esp Teachers In Using Ai Writing Assistant Tools For Writing Self-assessment
Authors : Merine Asma . Fatmi Fayçal .
Abstract
Technological advancements have rapidly reshaped many aspects of education, including its approach to assessment. One such tool is AI Writing Assistant Tools (AIWAT), which provide instant feedback to support drafting, revision, and writing self-assessment. Thus, this study investigates the attitudes of English for Specific Purposes (ESP) teachers towards the use of AIWAT tools for self-assessment of their writing. Since ESP pedagogy is a valuable opportunity for designing specialised language curricula and for engaging in constructive academic and professional writing, the study examines the perceived usefulness, advantages, and limitations of AI writing assistants for supporting revision and reflection on their own writing from the perspective of ESP teachers, as well as their willingness to employ the technology for self-assessment. Using a mixed-methods approach combining questionnaires and interviews, the study finds that while teachers value the ability to be both time-saving and consistent, AIWAT are criticised for being unable to assess discipline-specific language and context. Such systems may offer some benefits to ESP teachers, but the findings suggest that systems will need to be more fully developed, along with additional training, to address the writing needs of disciplines or professions for which the writing is being taught.
Keywords
AI Writing Assistant Tools (AIWAT) ; AI-assisted feedback ; English for Specific Purposes (ESP) ; Pedagogy ; Self-assessment ; Specialized language curricula
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