Can GAI improve the writing speed and writing quality? A survey study of college students in China

Abstract

This study investigates the role of Generative Artificial Intelligence (GAI) usage on college students’ English writing speed and quality. Based on cases from China’s higher education system, this study employs a mixed-methods approach with 214 participants. Results demonstrate an increase in writing output (word count) after GAI usage across disciplines, particularly for humanities and social sciences (HSS) students. There is also a decrease in the frequency of grammar errors after GAI usage, especially for non-STEM contexts. In general, GAI usage enhances productivity and accuracy, albeit with disciplinary nuances. The findings show GAI’s potential as a pedagogical tool while highlighting the need for tailored integration strategies to address discipline-specific challenges and ethical considerations.