THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN THE TEACHING OF WRITING: THREAT OR ALLY OF THE TEACHER

Abstract

This article analyzes the role of AI in the teaching of writing, highlighting the findings and limitations, from the point of view of the teacher as a facilitator of the writing process. For this literature review, research published in the last five years was taken into account, where doctoral theses, official documents and articles published in indexed journals addressing topics such as: writing ethics, academic teaching, artificial intelligence and academic writing were classified. The literature consulted identifies that AI is a valuable tool that facilitates the teaching process, improves feedback, streamlines administrative tasks and above all personalizes learning since it adapts to the pace and interests of learners.  However, there are challenges in its use related to: the difficulty in assessing the authenticity of the student's production, the lack of clear policies in its implementation in educational institutions and the lack of control in the consultation of truthful and age-appropriate information. From this scenario, a debate has arisen as to whether AI is an ally in the process of teaching writing or, on the contrary, represents an enemy that hinders the process? Finally, it is concluded that for an effective integration of AI in the teaching of writing, it is necessary to work from the ethical and technological literacy aimed at teachers and students, from the formulation of public and institutional policies that regulate the use of this tool in the educational context.