AI-Generated Text and Its Impact on English Language Creativity: Technological Perspectives and Applications

Authors

  • Shirisha Deshpande
  • A. Vijayalakshmi
  • Gitasri Mukherjee
  • M. Samadhanam Emimal

Keywords:

AI-generated text, language creativity, NLP, technological advancements, content creation, linguistic diversity, AI in education, ethical implications

Abstract

There are serious concerns about the influence of AI on creative expression in the English language, as its fast development has altered the process of text production.  Many fields, including creative writing and academic writing, have been impacted by AI-generated content, which is determined by machine learning models and natural language processing (NLP).  The impact of AI-generated text on language creativity is investigated in this research, looking at how it might either help or hurt written expression, style, and uniqueness.  The report also delves into the science behind AI-generated text and how it's being used in other industries, such as publishing, content development, and education.  Despite the convenience and accessibility that AI provides, many are worried about its potential reliance, language homogeneity, and ethical consequences.  To better understand how technology might enhance human creativity rather than replace it, the study details the pros and cons of AI-driven writing tools.  The results open the door to further investigations on the ethical integration of AI in the fields of language and creativity, and they help us comprehend the active nature of the connection amongst AI, language, and creativity

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431–447. https://doi.org/10.1007/s43681-021-00096-7

Awada, G., Burston, J., & Ghannage, R. (2020). Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning, 33(3), 275–300. https://doi.org/10.1080/09588221.2018.1558254

Bhutoria, A. (2022). Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068

Bowen, N. E. J. A., & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773. https://doi.org/10.1016/j.jslw.2020.100773

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cahyono, B. Y., Khotimah, K., & Batunan, D. A. (2023). Workable approaches in EFL teaching mediated by mobile technology during the pandemic and post-pandemic: Indonesian EFL teachers’ experiences and expectations. Computer Assisted Language Learning, 24, 138–159. http://callej.org/journal/24-1/Cahyono-Khotimah-Batunan-Imamyartha2023.pdf

Chang, T. S., Li, Y., Huang, H. W., & Whitfield, B. (2021, March). Exploring EFL students’ writing performance and their acceptance of AI-based automated writing feedback. In 2021 2nd International Conference on Education Development and Studies (pp. 31–35). https://doi.org/10.1145/3459043.3459065

Dale, R., & Viethen, J. (2021). The automated writing assistance landscape in 2021. Natural Language Engineering, 27(4), 511–518. https://doi.org/10.1017/S1351324921000164

Dogan, M. E., Goru Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences, 13(5), 3056. https://doi.org/10.3390/app13053056

Duncan, A., & Joyner, D. (2022). On the necessity (or lack thereof) of digital proctoring: Drawbacks, perceptions, and alternatives. Journal of Computer Assisted Learning, 38(5), 1482–1496. https://doi.org/10.1111/jcal.12700

Fahmi, M. A., & Cahyono, B. Y. (2021). EFL students’ perception on the use of Grammarly and teacher feedback. JEES (Journal of English Educators Society), 6(1), 18–25. https://doi.org/10.21070/jees.v6i1.849

Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2195846

Fitria, T. N. (2021). Grammarly as an AI-powered English writing assistant: Students’ alternative for writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65–78. https://doi.org/10.31002/metathesis.v5i1.3519

Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The influence of emerging technologies on distance education. Electronics, 12(7), 1550. https://doi.org/10.3390/electronics12071550

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055. https://doi.org/10.1016/j.caeai.2022.100055

Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089

Hosseini, M., Rasmussen, L. M., & Resnik, D. B. (2023). Using AI to write scholarly publications. Accountability in Research, 1–9. https://doi.org/10.1080/08989621.2023.2168535

Huang, J., & Tan, M. (2023). The role of ChatGPT in scientific communication: Writing better scientific review articles. American Journal of Cancer Research, 13(4), 1148. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10164801/

Iskender, A. (2023). Holy or unholy? Interview with OpenAI’s ChatGPT. European Journal of Tourism Research, 34, 3414. https://doi.org/10.54055/ejtr.v34i.3169

Jeanjaroonsri, R. (2023). Thai EFL learners’ use and perceptions of mobile technologies for writing. Learn Journal: Language Education and Acquisition Research Network, 16(1), 169–193. https://so04.tci-thaijo.org/index.php/LEARN/article/view/263438

Downloads

Published

2025-05-07

How to Cite

1.
Deshpande S, Vijayalakshmi A, Mukherjee G, Emimal MS. AI-Generated Text and Its Impact on English Language Creativity: Technological Perspectives and Applications. J Neonatal Surg [Internet]. 2025May7 [cited 2025Nov.19];14(21S):450-5. Available from: https://www.jneonatalsurg.com/index.php/jns/article/view/5317

Issue

Vol. 14 No. 21S (2025): Journal of Neonatal Surgery

Section

Original Article

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

You are free to:

  • Adapt — remix, transform, and build upon the material for any purpose, even commercially.

Terms:

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.