Abstract
In the rapidly evolving landscape of English composition education, the integration of AI writing tools like ChatGPT and Claude 2.0 has marked a significant shift in pedagogical practices. A mixed-method study conducted in Fall 2023 across three sections, including one English Composition I and two English Composition II courses, provides insightful revelations. The study, comprising 28 student respondents, delved into the impact of AI tools through surveys, analysis of writing artifacts, and a best practices guide developed by an honors student. Initially, the study observed a notable anxiety and mistrust among students regarding the use of AI in writing. However, this apprehension gradually subsided as students increasingly integrated these tools into their writing processes, indicating a shift from skepticism to practical application. The analysis of writing artifacts, particularly early drafts, revealed distinct patterns of AI tool usage, differentiating between students utilizing the tools effectively and those attempting to shortcut the writing process. The final papers, while not overtly indicating AI usage, demonstrated nuanced integration of AI in iterative and recursive tasks like refining arguments and developing ideas at the paragraph level. This suggests a trend towards a hybrid model of writing instruction, where traditional methods are complemented by strategic use of emergent technologies. The study underscores the importance of revised instructional strategies that blend conventional writing techniques with guidance on effective and ethical AI tool usage. It highlights the potential of AI tools in supporting the writing process while also cautioning against over-reliance. The findings of this study offer valuable insights for educators and institutions aiming to develop a balanced and effective hybrid writing instruction model, catering to the needs of contemporary English composition classrooms while maintaining academic integrity.
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