Artificial Intelligence (AI) Tools in Supporting Students Academic Writing Tasks: Benefits and Limitations

Abstract

This study aims to explore English Language Education Study Program (ELESP) students' perceptions of the use of artificial intelligence (AI) tools in supporting their academic writing processes and identify the benefits and limitations they encounter when using these tools in their writing process. Six sixth-semester students from the ELESP were purposively selected based on their prior engagement with AI tools such as ChatGPT, Grammarly, or QuillBot in academic writing tasks. Data were collected through semi-structured, in-depth interviews that allowed participants to express their experiences openly while giving the researcher flexibility to probe further when necessary. Thematic analysis was used to analyze the findings. The findings indicate that the majority of students perceive AI paraphrasing tools as highly useful in the writing process, both in the linguistic and affective dimensions. The majority of EFL students also perceive AI tools as providing substantial benefits in supporting academic writing. Given these insights, it is suggested that educators and institutions integrate AI tools into writing pedagogy while providing explicit guidance on ethical and critical use.

Ähnliche Arbeiten