AI AS A WRITING ASSISTANT: UNDERSTANDING EFL LEARNERS’ ACCEPTANCE AND CHALLENGES IN ACADEMIC WRITING
Abstract
Artificial Intelligence (AI) has revolutionized the education sector, providing transformative tools for academic writing, particularly for English as a Foreign Language (EFL) learners. This study explores EFL learners’ acceptance of AI-powered writing tools, such as ChatGPT and Grammarly, and the challenges they face. Utilizing a qualitative research design, semi-structured interviews with five university students revealed key insights into their experiences. The findings highlight the dual nature of AI tools, offering benefits like improved grammar and coherence while presenting challenges such as over-reliance and difficulties in interpreting AI feedback. The study concludes that strategic integration of AI tools, combined with digital literacy training, can maximize their potential while fostering independent writing skills. Recommendations include encouraging students to draft manually before refining with AI tools and providing institutional support to ensure equitable access. This research contributes to the discourse on AI's role in enhancing EFL academic writing and underscores the need for balanced implementation.
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