Generative Artificial Intelligence (AI) has rapidly transformed English as a Second Language (ESL) writing classrooms by functioning as a silent, ever-present tutor. Acting as a ‘silent tutor,’ AI tools provide real-time feedback, content generation, and linguistic support, thereby reshaping how learners engage with writing tasks. This paper critically examines the intersection of generative AI, learner autonomy, and the risk of dependency in ESL writing classrooms. While AI technologies enhance accessibility, reduce cognitive load, and support self-directed learning, they also raise concerns regarding over-reliance, diminished critical engagement, and erosion of authentic learner voice. Drawing on theories of learner autonomy, sociocultural learning, and digital pedagogy, this study explores how AI-mediated writing influences both process and product in ESL contexts. The paper argues that although generative AI can foster autonomy when used strategically, unregulated dependence may hinder long-term language acquisition and critical thinking development. The study concludes with pedagogical recommendations aimed at balancing technological affordances with human-centered learning approaches.