The Impact of Generative Artificial Intelligence on Enhancing Academic Writing Skills among University Students: A Field Study at the University of Baghdad

This study explores the impact of generative artificial intelligence (AI) tools, particularly ChatGPT, on improving the academic writing skills of university students at the University of Baghdad. Adopting a descriptive-analytical field research approach, the study collected data from a sample of 60 students from the English Department through a combination of surveys, written compositions, and semi-structured interviews. The quantitative findings indicate notable enhancements in several key areas of academic writing, including grammar, vocabulary usage, organizational structure, coherence, and overall writing quality following the use of AI tools. Qualitative data further reveal that students experienced increased confidence, greater motivation, and improved time management when engaging in writing tasks with the support of AI. However, the study also uncovers concerns regarding excessive dependence on these tools and the ethical implications of their use in academic contexts. The research concludes that while generative AI can be a powerful educational support, its integration must be carefully balanced and ethically guided