More and more research surfaces around the use of AI for writing assignments in an EFL classroom. For those who accept the benefits and decide to adopt the practice, the question often remains as to how exactly to implement the practice in the classroom.

This action research looks at the use of AI tools in two modalities in a writing classroom. One modality – using AI before writing activities, with students evaluating and adding onto the basic structure provided by AI. Another – using AI post writing, to supplement and review original human work. The debate around originality of thought and quality of work continues to surge when AI support is involved, and this research will provide insights regarding how each manner of AI use affects the final product.

The research involves 60 first year students at a Japanese university with varied levels of English proficiency. The results of the study are based on three writing samples of the students written on different topics: without AI, with AI used first, and with AI used post writing. The writing samples are evaluated on linguistic features, structure and organization, originality, and learning impact. The results will clarify the effect of AI on student’s work.