WHO IS THE AUTHOR? SECONDARY SCHOOL TEACHERS' PERSPECTIVES ON WRITING ASSIGNMENTS IN FOREIGN LANGUAGE CLASSES IN THE AGE OF AI
WHO IS THE AUTHOR? SECONDARY SCHOOL TEACHERS' PERSPECTIVES ON WRITING ASSIGNMENTS IN FOREIGN LANGUAGE CLASSES IN THE AGE OF AI

Summary/Abstract: The development of artificial intelligence (AI) has brought many educational challenges to the field of foreign language teaching. This article presents and discusses the results of a survey conducted among 50 foreign language education teachers in secondary schools in Poland, exploring their point of view on the use of artificial intelligence by students in writing assignments. The survey aimed to assess both the perceived challenges and benefits of artificial intelligence integration into the learning process. The findings indicate that while the majority of teachers acknowledge the potential of artificial intelligence to enhance language learning, they also express concerns about its impact on students’ creativity and independence. A significant number of teachers worry that over-reliance on AI tools can possibly lead to a decline in students’ ability to produce original work. What is more, many teachers highlight the positive aspects of artificial intelligence in foreign language learning, particularly in the areas of grammar correction and stylistic improvement, which they believe can support students in improving their writing skills. The results suggest that the effective use of artificial intelligence in education requires a balanced approach, which should serve as a tool for enhancement rather than a substitute for student engagement and creative effort.

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