Beyond Autocorrect: Enhancing
English Writing Skills with AI Tools as “Co-Pilots” for
Indian ESL School Students
Vevek D.¹, Dr. P. Mythily²
ABSTRACT
Proficiency in written English is a critical
gatekeeper for academic and professional success in India. However,
traditional pedagogical methods in Indian schools often struggle to
address the individual linguistic gaps of English as a Second
Language (ESL) learners due to disparity in student-teacher ratios.
This paper explores the integration of Artificial Intelligence (AI)
writing tools—specifically Microsoft Copilot, Quill Bot, and
Grammarly—not as substitute writers, but as cognitive “co-pilots.”
It argues that when used within a structured pedagogical framework,
these tools can scaffold the writing process, bridge the gap between
vernacular thought patterns and English expression (Mother Tongue
Influence), and provide the immediate feedback necessary for
fostering independent proficiency.
Keywords: AI Co-Pilot, Indian ESL Learners, Mother Tongue Influence
(MTI), Writing Pedagogy, EdTech Integration
