Key Barriers to Effective English Report Writing Among Undergraduates in the Age of AI Assistance — A DEMATEL-Based Analysis

Abstract

The integration of artificial intelligence (AI) writing tools such as ChatGPT, Grammarly, and QuillBot has significantly influenced the academic writing practices of undergraduate students. While these tools offer valuable support in grammar correction, paraphrasing, and vocabulary enhancement, their widespread adoption has raised concerns about students' overreliance and the erosion of critical writing skills. This study aims to investigate the key barriers that hinder effective English report writing in the context of AI-assisted learning. A total of eight barriers were identified through literature review and expert consultation, encompassing issues such as low confidence, weak paraphrasing skills, and blind trust in AI-generated content. Using the Classical DEMATEL method, this study evaluates the causal relationships among these barriers based on expert assessments. The results reveal that grammar proficiency (B1), AI overdependence (B3), and lack of AI training (B7) are the primary causal factors that influence other downstream challenges, including low writing confidence (B5) and misuse of AI tools (B6). The causal structure was further refined using a threshold-based Normalized Relation Matrix (NRM) to visualize the most significant influence paths. The findings offer actionable insights for educators, emphasizing the importance of AI literacy, ethical tool usage, and confidence-building interventions in academic writing instruction.

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