AI IN ASSESSING ENGLISH ACADEMIC WRITING: OPPORTUNITIES, CHALLENGES, AND FUTURE DIRECTIONS

Abstract

The rapid integration of artificial intelligence into educational settings has opened new avenues for writing assessment, particularly in the context of English academic writing. This article examines the role of AI-based tools in evaluating EFL and ESL learners’ academic writing, considering dimensions such as automated feedback, metadiscourse analysis, criteria-based assessment, and the pedagogical implications for writing instruction. Drawing on a synthesis of current scholarship in applied linguistics, language pedagogy, and educational technology, the study argues that AI assessment tools, when thoughtfully implemented, can complement teacher feedback, support learner autonomy, and raise the quality of academic writing outcomes. The article also identifies key challenges, including issues of transparency, cultural bias, and the need for teacher mediation, and concludes with recommendations for integrating AI assessment into writing curricula.