Students’ Voices of Utilizing Perplexity AI in Academic Writing Class: Benefits and Challenges

Abstract

This study investigates students' perspectives regarding using Perplexity AI in academic writing courses, examining the benefits and challenges encountered during implementation. A descriptive qualitative study involving 44 sixth-semester English Education students was conducted to assess their experiences with an AI-powered tool in academic writing. Data collection used questionnaires and in-depth interviews to gain comprehensive insight into students' viewpoints. Findings indicated a largely favorable attitude towards adopting Perplexity AI in academic writing instruction. The students recognized significant benefits, including improved idea generation, accelerated writing process, improved structural organization, and efficient access to relevant sources. About 76.1% of participants agreed that the tool facilitated brainstorming for academic compositions, while 71.4% reported improved writing efficiency. Even so, some challenges emerged, particularly regarding the reliability of the information, with only 28.6% expressing confidence in the content's accuracy. Other concerns include the risk of plagiarism (66.7% of respondents), potential overreliance on technology, and limitations in fostering critical thinking. The mixed responses regarding improving the quality of writing (42.8% agree, 52.4% neutral) suggest a variety of individual experiences with the platform. These findings highlight the importance of a balanced integration of AI.

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