The Perceived Impact of AI-Assisted Writing Tools on Writing Autonomy, Confidence, and Creativity Among Cambodian First-Year University Students: A Quantitative Study

Abstract

This study aimed to investigate the perceptions of Cambodian first-year university students regarding their use of AI-assisted writing tools (e.g., ChatGPT, Grammarly, QuillBot) and the impact on their writing autonomy, confidence, motivation, creativity, critical thinking, and experience with AI-assisted writing tools in their academic writing. First-year university English major students ( n = 77) were randomly invited to participate in this study. Descriptive statistics, Pearson correlation coefficients, and hierarchical multiple regression analyses were conducted using the Statistical Package for the Social Sciences (SPSS) version 27. The results from the analysis indicated that AI-assisted writing tools support students’ writing autonomy, confidence, motivation, and critical thinking/creativity. However, 77.92% of students expressed their concerns regarding overreliance, which potentially weakens their independent writing skills. A significant majority (83.12%) believed that AI should complement, not replace, teacher feedback. The results from correlation analysis revealed positive relationships among all variables, with the recognition of AI's limitations strongly predicting students’ perception of using AI in writing. Hierarchical multiple regression analysis further revealed that the perceived AI enhances critical/creative thinking, confidence/motivation, and the students’ awareness of challenges and limitations of AI-assisted writing tools positively predict their perceptions of using AI in academic writing. These findings underscore the importance of developing AI literacy and integrating AI to enhance learning by balancing pedagogical strategies that foster independent writing and critical thinking skills.

Ähnliche Arbeiten