Applying AI to English Speaking and Writing Instruction in Higher Education: A SWOT Analysis

Faculty of Education, Monash University, Clayton, Victoria 3800, Australia

^* Corresponding author: Ywan0935@student.monash.edu

Abstract

As artificial intelligence (AI) becomes more integrated into education, its role in supporting English language learning has drawn increasing attention. This paper explores how AI technologies impact the development of English speaking and writing skills, using a SWOT analysis framework to examine their strengths, weaknesses, opportunities, and threats. The findings show that AI tools provide real-time feedback, personalized guidance, and low-pressure practice environments, which significantly enhance learners’ pronunciation accuracy, writing fluency, and self-regulation. However, challenges remain, such as students’ over-reliance on AI, reduced critical thinking, lack of creativity, and concerns about data privacy and academic integrity. Despite these issues, AI still holds strong potential for improving immersive learning, cross-cultural communication, and personalized instruction, especially when combined with technologies like VR or data analytics. The study concludes that AI can be a powerful support in English output learning, but its success depends on thoughtful integration, ethical use, and continued teacher involvement to ensure it complements rather than replaces human interaction.