How does AI-assisted feedback affect ESP writing for Uzbek students?

Abstract

This study investigates the impact of AI-assisted feedback on English for Specific Purposes (ESP) writing among Uzbek university students. As AI tools like Grammarly and ChatGPT become increasingly prevalent in Uzbekistan's educational landscape, concerns emerge about over-reliance and its effects on writing autonomy. Through a qualitative survey of 42 English majors at Fergana State University, the research reveals that 70% of students regularly use AI for writing tasks, with 64% passively accepting corrections without analysis. While AI enhances grammatical accuracy and provides structural support (reported by 45% of respondents), it simultaneously creates dependency, 50% struggle with idea organization without AI assistance, and 24% report reduced independent writing skills. The study identifies a critical divide: AI improves technical writing proficiency but shows limited impact on higher-order skills like critical thinking (only 14% acknowledge skill improvement). Students propose balanced usage strategies, including post-draft AI checks and instructor-guided error analysis. These findings suggest the need for pedagogical frameworks that integrate AI as a complementary tool rather than a writing substitute. The study contributes to ESP instruction by offering evidence-based recommendations for maintaining writing autonomy while leveraging AI's benefits in Uzbekistan's rapidly digitizing education system.