Balancing Support and Autonomy in ELT Master Students' Use of AI for Academic Writing

Abstract

This study examines how Master of Arts in English Language Teaching students in Türkiye perceive, justify, and incorporate artificial intelligence (AI) tools into their academic writing. Through qualitative interviews with twelve postgraduate students, the study examines the pedagogical, cognitive, and ethical implications of using AI in multilingual higher education. Participants largely viewed AI as a useful tool for improving linguistic accuracy, productivity, and writing confidence. They used AI throughout the writing process, particularly for grammar correction, paraphrasing, and enhancing coherence. However, participants also expressed concerns about diminished critical thinking, overreliance on AI, and the erosion of authorial voice. These concerns were further compounded by the absence of institutional guidelines to support ethical decision-making. The study emphasizes the need for AI literacy and ethical frameworks, advocating for pedagogical approaches that balance technological support with critical thinking and academic autonomy.

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