BEYOND GRADES: THE IMPACT OF ARTIFICIAL INTELLIGENCE ON ACADEMIC WRITING AND STUDENT ENGAGEMENT IN UNDERGRADUATE STUDIES AT HIGHER EDUCATION INSTITUTIONS IN BAHAWALPUR

Abstract

The rapid proliferation of Generative Artificial Intelligence (GenAI) has fundamentally altered the landscape of English Language Teaching (ELT) and academic writing in higher education. This study investigates the impact of AI tools on the academic writing practices and student engagement of undergraduate students at Higher Education Institutions (HEIs) in Bahawalpur, South Punjab, Pakistan. Moving beyond grades, the research explores how these technologies influence critical thinking, learner autonomy, and the writing process itself. Grounded in Sociocultural Theory and the Technology Acceptance Model (TAM), the study adopted a sequential explanatory mixed-methods design. Quantitative data were collected through a survey of 350 undergraduate students from The Islamia University of Bahawalpur (IUB) and Government Sadiq College Women University (GSCWU), followed by semi-structured interviews with 15 students and 5 faculty members. Findings indicate that while AI tools significantly enhance writing self-efficacy and linguistic accuracy, they present a paradox for engagement. They facilitate micro-scaffolding of language skills but pose risks of cognitive disengagement and over-reliance. The study concludes with pedagogical implications for integrating AI into the Pakistani undergraduate curriculum to foster ethical, autonomous, and critical writing practices.