Artificial Intelligence in English Writing: Ethical Integration and Educators’ Perspectives

This study examines the ethical implications of the AI-assisted writing tools’ integration, such as Grammarly, in English language instruction, based on the perspectives of 30 English lecturers in Indonesia. The research aims to understand lecturers' views regarding the application of AI in writing courses, especially concerning academic integrity, student autonomy, and fairness. Using a qualitative approach, data were collected through open-ended questionnaires and analyzed thematically with the help of NVivo software. Descriptive statistics such as percentages were used to support the presentation of qualitative themes. The results suggest that numerous lecturers recognize the advances of AI tools—such as real-time feedback, improved writing accuracy, and increased efficiency— concerns persist about excessive dependence on AI, erosion of critical thinking skills, and algorithmic bias. The study also reveals a lack of institutional guidelines to support ethical AI integration. Lecturers emphasized the need for balanced use, combining AI tools with traditional teaching methods, alongside training and clear policies to guide ethical application. These revelations help create practical rules for the ethical incorporation of AI in writing settings in higher education.