ASSESSING THE EFFECTIVENESS  OF AI WRITING ASSISTANTS IN ACADEMIC WRITING

ASSESSING THE EFFECTIVENESS OF AI WRITING ASSISTANTS IN ACADEMIC WRITING Axmatova Mahliyo Ag‘zam qizi, Chirchik state pedagogical university a student of Tourism faculty Foreign languages and literature, a 1st year student +998 90 817 10 78 Scientific advisor: Gazieva Saida Turgunovna A teacher of Tourism faculty https://doi.org/10.5281/zenodo.15716916 ABSTRACT: The rise of artificial intelligence (AI) has significantly influenced the field of academic writing, with AI writing assistants such as Grammarly, Quillbot, and ChatGPT becoming increasingly prevalent among students and researchers. This study aims to assess the effectiveness of these tools in enhancing the quality, clarity, and coherence of academic writing. Through a mixed-methods approach, we analyze writing samples from undergraduate and graduate students, comparing versions produced with and without the use of AI writing assistants. Key metrics include grammatical accuracy, vocabulary richness, logical structure, and adherence to academic conventions. Surveys and interviews were also conducted to gather user perceptions regarding the usability, benefits, and limitations of these tools. Preliminary findings suggest that AI writing assistants can significantly reduce grammatical and stylistic errors, particularly for non-native English speakers. They also support vocabulary development and offer suggestions that improve sentence clarity. However, overreliance on AI-generated suggestions sometimes leads to a loss of the writer’s original voice and critical engagement with the content. Furthermore, concerns about academic integrity and plagiarism arise when students use AI to generate large portions of their work. The study concludes that AI writing assistants are valuable tools for improving academic writing, particularly at the drafting and revising stages. However, they should be used with caution and critical awareness. Educational institutions are encouraged to provide guidance on responsible use, ensuring that AI supports rather than substitutes students’ own writing and thinking processes. KEYWORDS: AI writing assistants, academic writing, grammatically accuracy, student writing, writing improvement, language tools, plagiarism concerns, writing pedagogy.