ABSTRACT

Purpose: Generative AI tools like ChatGPT have a universal application as they offer diverse benefits to education institutions in the form of writing papers, completing courses, and teaching of subjects, facilitating both teaching and learning. However, the potential of these tools has not been adequately discussed. This study aimed to explore the potential challenges posed in incorporating Generative AI tools in English writing classes in the United Arab Emirates, and to investigate various possibilities for incorporating generative artificial intelligence tools into English writing courses, trying to examine the educational challenges. Methodology: The research used a qualitative research design, incorporating both primary and secondary data for conducting the analysis. A sample of 38 postgraduate students was identified through convenience sampling strategy, who were all non-native English speakers, and were familiar with Generative AI tools such as ChatGPT. The primary data was generated using open-ended questions and areas such as plagiarism, writing skills, and growth of students. The secondary data was obtained from journals, books, and other relevant literary sources. Findings: Thematic analysis was conducted to evaluate key aspects of this research. This method allowed the researcher to explore the observations and patterns of participants and their analysis ensuring consistency with the literature gathered at the beginning. This investigation is especially relevant as these technologies have significant potential for aiding students in the UAE, many whom are non-native English speakers. Implications: The study provided thorough insights and recommendations on how to utilize generative AI to improve education in this environment.