ARTIFICIAL INTELLIGENCE AS A TOOL FOR DEVELOPING WRITING SKILLS IN NONPHILOLOGICAL STUDENTS

Abstract

The development of academic writing competence among non-philological students remains one of the most persistent challenges in contemporary higher education. While students in technical, medical, economic, and natural science disciplines demonstrate strong subject-specific expertise, many struggle to articulate their knowledge effectively in written academic form. Difficulties often arise in structuring arguments, maintaining coherence, applying disciplinary conventions, and ensuring linguistic accuracy. The rapid advancement of Artificial Intelligence (AI) technologies has opened new possibilities for addressing these challenges. AI-powered writing systems provide automated feedback, adaptive revision support, and interactive language modeling that can significantly enhance students’ writing processes. This article presents a comprehensive theoretical and empirical examination of AIassisted writing instruction for non-philological students. Drawing upon constructivist pedagogy, sociocultural theory, and metacognitive learning principles, the study investigates how AI functions as a digital scaffold in academic writing development. A quasi-experimental design was implemented over one academic semester to evaluate the effectiveness of AIsupported writing practice. The findings indicate statistically significant improvements in linguistic accuracy, coherence, argument development, and learner autonomy. The study concludes that AI, when pedagogically guided, serves not as a substitute for human instruction but as an adaptive cognitive partner capable of transforming writing instruction in nonphilological higher education contexts