Abstract

As AI becomes increasingly integrated in higher education, institutions in Central Asia encounter a continuing pedagogical challenge that lies mostly in students’ limited preparation in foundational writing skills. At the American University of Central Asia (AUCA), many first-year students struggle to organize ideas into coherent academic essays due to a lack оf knowledge and skills training in essay structure during secondary education. This deficiency often results in writing avoidance, low productivity, and academic dishonesty by using AI tools inappropriately.

This study implements a quasi-experimental mixed-methods design to investigate whether guided AI integration сan assist the students to overcome this barrier. Twо sections of first-year English composition courses will be observed during the 2025–2026 academic year (Spring semester): one group will apply an AI tool (Turnitin Clarity) as a writing facilitator to support brainstorming, outlining, drafting, and proofreading, while the control group will follow a traditional paper-based approach with strict prohibition of AI use. Both groups will work on similar writing tasks and will be assessed using a standardized rubric measuring thesis development, paragraph structure, and overall coherence.

Data will be collected through pre- and post-writing assessments, student reflections, survey questionnaires, instructor observation notes, and AI-generated writing analytics in the experimental group. Quantitative analysis compares improvements in writing structure and productivity between the groups, while qualitative analysis examines student experiences and the progress in their writing practices.

The study assumes that guided AI-assisted instruction will improve students’ ability to produce organized academic essays and reduce writing nonproductiveness. Rather than viewing AI use as academic dishonesty, the findings aim to show how the use of AI can serve as a learning tool that bridges the gap between students’ conceptual thinking and their technical writing abilities. By linking the global AI tendencies and local educational needs, this research introduces an integration model aimed at upgrading writing practice within the academic context of Central Asia.

Keywords: Guided AI use, Essay Writing Skills, Turnitin Clarity