Prospects for Teaching Academic Writing with the Use of Artificial Intelligence in HEI

Abstract

The article examines current approaches to the assessment of academic writing among Master’s degree students majoring in Philology (specialty B11) in the context of the active integration of generative artificial intelligence (AI) into the educational process. The relevance of the study is driven by the need to adapt the criteria for evaluating academic writing to new educational realities and technological challenges, as well as to ensure compliance with the principles of academic integrity. The article proposes an academic writing assessment model based on five key criteria: content adequacy, compositional and structural coherence, stylistic accuracy, pragmatic appropriateness, and genre compliance. Achievement levels are defined according to the ECTS scale: high (90-100%), sufficient (75-89%), average (60-74%), and low (below 60%). The study analyses international publications from 2023–2025, which confirm the potential of generative AI to foster students’ academic autonomy, motivation, critical thinking, and creativity, while also highlighting the need to develop AI literacy through the integration of relevant training into EAP courses. The conclusions justify the implementation of the proposed assessment framework as a tool for improving the quality of academic writing and enhancing the training of future professionals. The proposed criteria make it possible to: (1) assess not only the linguistic but also the research competence of future philologists in academic writing genres (research articles, conference abstracts, abstracts); (2) identify gaps in students’ ability to independently conduct, present, and validate the results of their Master’s research through publications, conferences, and academic communication; and (3) enhance students’ motivation to develop academic EL competence in an innovative educational environment that fosters effective interaction with AI tools.