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This article explores the role of Artificial Intelligence (AI) in English as a Second Language (ESL) writing, examining whether it fosters autonomy or promotes dependency. Utilizing a qualitative methodology, semi-structured interviews were conducted following a timed writing task with 40 intermediate-level ESL students across three higher education institutions in Oman. Thematic analysis reveals that AI's impact on student autonomy is highly contingent upon its pedagogical application. When utilized strategically for brainstorming and personalized feedback, AI acts as a scaffolding tool that fosters self-directed learning. Conversely, when students rely on AI to generate complete texts or passively correct errors, they experience cognitive offloading, leading to decreased independence. The study emphasizes the need for educators to cultivate digital literacy, promoting an approach that empowers students to use AI as an intellectual partner rather than a cognitive replacement.
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Chulkstan et al. (2026) studied this question.
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