Author(s)

Qianling Ou ¹

Affiliation(s)

¹ Faculty of Foreign Languages, The College of Arts and Sciences• Kunming, Kunming, China

Corresponding Author

Qianling Ou

ABSTRACT

In recent years, the application of artificial intelligence (AI)-assisted tools in English academic writing has become increasingly widespread, with English majors growing more reliant on them. This study focuses on the impact of AI dependence psychology on the development of academic writing skills, exploring its mechanisms and potential educational interventions. The research reveals that AI dependence affects academic writing proficiency through three pathways: cognitive, behavioral, and emotional. At the cognitive level, AI tools may accelerate the internalization of language rules but could also inhibit deep thinking. Behaviorally, over-reliance on AI may reduce independent writing practice, weakening foundational writing skills. Emotionally, while some students gain confidence from AI assistance, others experience anxiety due to stagnant skill development. Through case studies, this research highlights the paradox between "tool empowerment" and "skill degradation" and proposes educational strategies such as phased usage policies, metacognitive training, and assessment system reforms to balance AI assistance with academic writing development. The findings offer significant implications for English writing instruction, emphasizing the need to redefine writing skill cultivation in the AI era to foster critical thinking and original expression.

KEYWORDS

AI Dependence Psychology, Academic Writing Skills, English Majors, Educational Intervention, Critical Thinking

CITE THIS PAPER

Qianling Ou, The Influence of AI Reliance Mentality on English Majors' Academic Writing Proficiency. Applied & Educational Psychology (2025) Vol. 6: 77-82. DOI: http://dx.doi.org/10.23977/appep.2025.060210.

REFERENCES

[1] Tian, Q. H. (2025). Exploring AI-empowered approaches to college English writing instruction. Journal of Science Education, (09), 15–17. 
[2] Ge, Y. (2024). Opportunities and challenges of AI language models in empowering vocational college English writing instruction. Journal of Shazhou Vocational Institute of Technology, 27(3), 12-15. 
[3] Que, R. (2021). AI-powered intelligent grading promotes precision teaching in English writing. In Fujian Commerce Association (Ed.), Proceedings of the 2021 South China Education Informatization Research Experience Exchange Conference (Vol. 6) (pp. 204-206). Junwei School, Wangcheng District, Changsha City, Hunan Province. 

Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education