AI as a Tool or a Shortcut? An Action Research Examination of Student Dependency on Artificial Intelligence in Writing Tasks

Abstract

The rapid integration of Artificial Intelligence (AI) tools in education has transformed teaching and learning practices, particularly in students’ writing processes. While AI offers significant benefits such as personalized feedback and time efficiency, concerns have emerged regarding students’ growing dependency on these tools. This study investigates the extent to which secondary school students rely on AI for writing tasks and examines the impact of this reliance on their independent thinking and writing skills. Using an action research methodology, the study was conducted in an English classroom through three iterative cycles: observation of AI-assisted homework writing, assessment of in-class writing without AI support, and guided instruction on responsible AI use. Data was collected through classroom observations, students’ written work, and teacher reflective notes. Findings revealed that excessive and unguided use of AI led to reduced confidence, limited idea generation, and weakened writing skills. However, results from the third cycle demonstrated that structured instructional strategies such as Think–Pair–Share and guided outlining significantly improved students’ engagement, confidence, and originality in writing. The study concludes that AI itself is not detrimental to learning; rather, its educational value depends on responsible use and strong teacher guidance. The findings highlight the need for clear classroom policies, foundational skill development, and pedagogical balance to ensure AI functions as a supportive learning tool rather than a substitute for students’ cognitive effort.