<p>English writing is an essential component of higher education because undergraduate students are expected to communicate ideas clearly, coherently, and accurately in academic and professional contexts. However, many students experience difficulties related to grammar, vocabulary, sentence construction, organization of ideas, coherence, and revision of written work. The emergence of Artificial Intelligence (AI)-assisted learning tools has created new possibilities for providing immediate feedback, personalized support, language practice, and opportunities for repeated revision. The present study examines the effectiveness of AI-assisted learning in enhancing the English writing skills of undergraduate students. An experimental research design is proposed in which undergraduate students are divided into an experimental group receiving AI-assisted writing support and a control group receiving conventional writing instruction. The study focuses on major dimensions of writing, including grammatical accuracy, vocabulary, organization, coherence, sentence construction, and overall writing quality. Pre-test and post-test writing tasks can be used to measure changes in students&rsquo; performance. The study also considers students&rsquo; perceptions regarding the usefulness, accessibility, and limitations of AI-assisted learning. The paper discusses the potential of AI as a supplementary pedagogical tool rather than a replacement for teachers. It emphasizes responsible use of AI, independent thinking, originality, critical evaluation of AI-generated suggestions, and academic integrity. The proposed study may provide useful insights for English teachers and higher education institutions seeking to integrate emerging technologies into language teaching.</p>