Reassessing the Need for English Writing Courses in the Generative AI Era: A Higher Education Case Study from Bangladesh = Shahidul Alam Chowdhury & Md. Mahadi Rahman

Abstract : The rapid expansion of Generative Artificial Intelligence (GenAI) has created a significant pedagogical challenge for the teaching, assessment, and conceptualization of academic writing in higher education. Although large language models demonstrate considerable efficiency in producing written texts, limited research has examined students’ perceptions of the continuing relevance of foundational writing courses and the humanistic competencies that GenAI cannot readily replace, particularly in developing higher-education contexts. This study addresses this gap by investigating undergraduate students’ attitudes toward AI-integrated writing pedagogy in Chattogram, Bangladesh. Specifically, it examines students’ demand for AI-integrated curricula, perceptions of the obsolescence of traditional writing courses, and the higher-order writing skills they consider essential. A cross-sectional mixed-methods survey was conducted using a convenience sample of undergraduate students, incorporating validated questionnaire items and open ended responses. Quantitative data were analysed using Principal Component Analysis (PCA) and Cronbach’s alpha, while qualitative responses were examined through reflexive thematic analysis. The findings indicate strong support for AI literacy (76%) and AI-assisted course modules (71%), while 59% perceived traditional writing courses as increasingly outdated. Nevertheless, students highly valued critical thinking (66.8%), distinctive writing voice (56.3%), and ethical reasoning (47.4%). The study concludes that GenAI necessitates redesign rather than abandonment of writing education, advocating a blended pedagogy that integrates AI literacy with human reasoning, ethical judgment, and rhetorical expertise. Keywords: Generative AI; Academic Writing; Writing Pedagogy; Higher Education; AI Literacy; Academic Integrity