Unravelling the Dilemma: Examining the Adverse Effects of AI Writing Tools on STEM Student Motivation–Insights from an Academic Writing Center

Abstract

The increasing utilization of AI-powered writing tools, such as ChatGPT and Grammarly, has transformed how students engage with academic writing and research, particularly in STEM disciplines. While these tools provide valuable assistance in refining language, improving structure, and enhancing clarity, excessive reliance on them has raised concerns about diminishing students' intrinsic motivation, critical thinking, and overall engagement with the writing process. Drawing on firsthand observations from an Academic Writing Center (AWC) in the GCC region, this think piece examines the broader implications of AIassisted writing on student motivation. The paper explores how overdependence on GenAI has contributed to declining student engagement, a reduction in deep analytical thinking, and the emergence of a shortcut mentality that undermines the intellectual rigor essential to higher education. Given these challenges, academic writing centers play a crucial role in ensuring that GenAI serves as a tool for enhancement rather than a replacement of cognitive effort. By fostering a balanced approach that integrates technological support with human mentorship, writing centers in higher education institutions can encourage responsible GenAI usage while preserving the foundational principles of independent thought, critical inquiry, and academic integrity.