Navigating AI writing tools in medical education: A SWOT analysis of L2 academic writing perspectives

Abstract

The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian university participated in the study, providing weekly reflections and a final SWOT analysis over a 15-week academic writing course. Thematic analysis revealed that AI writing tools offer significant strengths in linguistic skill development, particularly in academic vocabulary enhancement, sentence improvement, and grammar and proofreading. However, weaknesses such as over-reliance on AI, lack of contextual understanding, and occasional inaccuracies in suggestions were identified. Opportunities included creative writing enhancement and immediate language refinement, while threats encompassed challenges in human–computer interaction, including the potential for misinformation and academic dishonesty. The study highlights the need for a balanced approach in integrating AI writing tools into L2 writing instruction, emphasizing their role as supplementary aids rather than primary writing resources. Implications for pedagogy include developing curricula that teach critical evaluation of AI-generated content and implementing writing tasks that require higher-order thinking skills. This study contributes to the growing body of literature on AI in education and provides valuable insights for educators and policymakers in navigating the evolving landscape of AI-assisted writing in medical education.