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Journal articles on the topic 'Role of ai to students' writing'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Solis, Jeaseree, and Melody Idul. "Stories in the Age of Automation: A Phenomenological Study on the Role of Artificial Intelligence on Students' Writing." Psychology and Education: A Multidisciplinary Journal 23, no. 1 (2024): 92–107. https://doi.org/10.5281/zenodo.13222155.

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As automation becomes increasingly integrated into educational settings, understanding its role in shaping students' writing experiences is crucial. The goal of this qualitative phenomenological research was to explore the lived experiences, motivations, role of AI in students’ writing, influence of AI on the learning process, and insights in using AI writing tools of the senior high school students of Monkayo National High School. There were 10 participants in this study who were selected through snowball sampling. An in-depth interview was used to gather the information needed. The fin

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S, Kartika. "The Role of Generative AI in Automating English Writing Assessment: Benefits and Challenges." LinguaEducare: Journal of English and Linguistic Studies 2, no. 1 (2025): 1–10. https://doi.org/10.63324/lec.2v.1i.63.

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The integration of generative Artificial Intelligence (AI) in English writing assessment has gained considerable attention for its potential to enhance the efficiency and accuracy of evaluations. However, while AI tools like Grammarly and GPT-based platforms have been employed for basic writing assessments, their effectiveness in evaluating more complex writing aspects remains underexplored. This study aims to fill this gap by examining the role of generative AI in automating English writing assessment, focusing on its benefits, challenges, and implications for both students and educators. The

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AbuHussein, Haya Fayyad, and Amjad Badah. "The Role of AI-based Writing Tools on L2 Writing Competency: Evidence from Palestinian EFL Learners." Dirasat: Human and Social Sciences 52, no. 5 (2025): 6566. https://doi.org/10.35516/hum.v52i5.6566.

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Objectives: Recent research has reached a consensus on the potential impact of artificial intelligence (AI) on learning English as a foreign language (EFL). This paper aims at investigating the effectiveness of utilizing an AI-based tool (Grammarly) on enhancing EFL learners’ writing aspects. It also aims at exploring EFL learners’ perspectives towards the use of AI-based writing tools. Methods: A mixed-methods approach was employed, incorporating both quantitative and qualitative data collection. The researchers adopted a quasi-experimental design, using a pretest-posttest methodology to exam

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Glogarová, Veronika. "AI in Academic Writing of PhD Medical Students." CASALC Review 14, no. 2 (2025): 4–29. https://doi.org/10.5817/casalc2024-2-1.

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The integration of artificial intelligence (AI) in higher education has significantly impacted teaching and learning methodologies, particularly in medical education for doctoral students. This paper explores the role of AI in enhancing academic writing and language skills, with a specific focus on Czech universities. The theoretical section of the study provides an analysis of Czech universities' approaches to adopting AI technologies in higher education, assessing both the advantages and disadvantages of AI implementation in academic settings. The practical part of the research consists of b

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Rianto and Widya Syafitri. "EXPLORING THE ROLE OF FEEDBACK IN AI AUTOMATED ESSAY SCORING." ICMIE Proceedings 1 (June 13, 2025): 243–51. https://doi.org/10.30983/8km3y331.

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Automated Essay Scoring (AES) systems have gained popularity in education for their potential to efficiently and objectively grade student writing. However, concerns have been raised about their accuracy and the lack of feedback they provide to students. In this research, the writers aim to explore the role of feedback in AI Automated Essay Scoring. First, writers reviewed the literature on AES systems, their effectiveness and the role of feedback in student writing development. The writers conducted a quantitative study using tests and surveys to gather data from students. The test was used t

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Rianto and Widya Syafitri. "EXPLORING THE ROLE OF FEEDBACK IN AI AUTOMATED ESSAY SCORING." ICMIE Proceedings 1 (June 13, 2025): 243–51. https://doi.org/10.30983/icmie.v1i.20.

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Automated Essay Scoring (AES) systems have gained popularity in education for their potential to efficiently and objectively grade student writing. However, concerns have been raised about their accuracy and the lack of feedback they provide to students. In this research, the writers aim to explore the role of feedback in AI Automated Essay Scoring. First, writers reviewed the literature on AES systems, their effectiveness and the role of feedback in student writing development. The writers conducted a quantitative study using tests and surveys to gather data from students. The test was used t

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Qodirova, Barno. "THE ROLE OF AI IN TEACHING WRITING: TRANSFORMING THE CLASSROOM, ONE SENTENCE AT A TIME." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 137–40. https://doi.org/10.5281/zenodo.14208868.

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<em>Artificial Intelligence (AI) is redefining the field of education, offering unprecedented tools and resources that enhance traditional teaching methods. This paper explores the evolving role of AI in teaching writing, examining how AI-powered tools assist educators in improving students’ writing skills. The applications of AI in writing instruction range from grammar correction and personalized feedback to advanced natural language processing, which provides nuanced insights into writing style, tone, and structure. This article argues that, while AI cannot replace the human touch ess

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Firda Ziyana Untsa and Ulin Nuha. "ENHANCING OR INHIBITING? THE DUAL ROLE OF AL TOOLS IN EFL WRITING PRACTICES." Esteem Journal of English Education Study Programme 8, no. 2 (2025): 89–102. https://doi.org/10.31851/esteem.v8i2.18553.

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This study investigates the dual role of Artificial Intelligence (AI) tools in supporting English as a Foreign Language (EFL) writing. Tools like Grammarly and ChatGPT are found to enhance students’ technical writing accuracy such as grammar, vocabulary, and sentence structure by offering instant feedback. However, concerns persist regarding their limited contribution to the development of higher-order writing skills. Conducted with 100 Indonesian tertiary-level EFL students, this mixed-methods research used surveys and interviews to evaluate the impact of AI tools on writing performance. Quan

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Amani, Nailatul, and Maslihatul Bisriyah. "University Students' Perceptions of AI-Assisted Writing Tools in Supporting Self-Regulated Writing Practices." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 10, no. 1 (2025): 91. https://doi.org/10.21093/ijeltal.v10i1.1942.

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Artificial intelligence (AI) is transforming education by offering personalized learning tools, yet its role in fostering self-regulated learning (SRL) strategies among English as a Foreign Language (EFL) students remains underexplored. This study investigates EFL students' perceptions of AI applications in supporting their self-regulated writing strategies, particularly in planning, monitoring, and evaluation. Employing a qualitative case study approach, data were collected from 40 EFL students at an Islamic-based university in East Java, Indonesia, through questionnaires, semi-structured int

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Siegle, Del. "A Role for ChatGPT and AI in Gifted Education." Gifted Child Today 46, no. 3 (2023): 211–19. http://dx.doi.org/10.1177/10762175231168443.

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This article explores the potential uses of AI in gifted education programs. Gifted students often have unique learning characteristics and require specialized program services. The use of AI can provide advanced content, personalized learning, creative writing and image manipulation, critical thinking and problem-solving, collaboration, research skills, and advanced technology. ChatGPT and Bing AI can be used to provide additional resources and challenges, design individualized learning plans, provide feedback on writing, and pose challenging questions or problems. While AI has its limitation

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Kaharuddin, Djuwairiah Ahmad, Mardiana, Ismail Latif, Burhanuddin Arafah, and Ray Suryadi. "Defining the Role of Artificial Intelligence in Improving English Writing Skills Among Indonesian Students." Journal of Language Teaching and Research 15, no. 2 (2024): 568–678. http://dx.doi.org/10.17507/jltr.1502.25.

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Artificial intelligence (AI) is a technological product in the form of an application usable in education. The implementation of AI, specifically in the teaching and learning process in Higher Education, not only broadens students' scientific knowledge academically but also facilitates awareness about current technological developments. Therefore, this study aimed to explore the improvement of English writing skills through the integration of AI into reading practices and provision of adequate feedback for skills enhancement. Also, students' attitude toward the use of AI in the teaching and le

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Shahzad Ahmad, Waqar Mahmood Khan, Aalqa Nadeem, and Muhammad Kashif. "The Role of AI in Supporting Writing Development while Sustaining Deep Learning Processes." Journal of Arts and Linguistics Studies 3, no. 2 (2025): 2993–3003. https://doi.org/10.71281/jals.v3i2.357.

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This study looks into how Artificial Intelligence (AI) is being used as a digital tutor to help university students in Pakistan improve their writing skills. With the growing popularity of tools like Grammarly, QuillBot, and ChatGPT in classrooms, many language teachers are beginning to question how these technologies might be affecting students’ ability to write; both now and in the long run. Drawing on Constructivist Learning Theory and the Technology Acceptance Model (TAM), this qualitative research explores students’ experiences with these tools, focusing on their impact on grammar, cohere

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Wang, Zheng. "A Corpus-Linguistics-Based Comparison of AI-Aided Writing and Students' Writing." Journal of Big Data and Computing 2, no. 4 (2024): 132–36. https://doi.org/10.62517/jbdc.202401420.

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This study investigates the linguistic and stylistic differences between AI-aided writing and students' writing through a corpus-linguistics-based analysis. Two corpora were constructed, each consisting of 20 essays. The corpora were analyzed using AntConc 4.2.0 and compared against the Brown and Frown reference corpora to provide a benchmark for modern American English. Quantitative indicators such as type-token ratio (TTR), word length, sentence length, high-frequency words, and entropy were calculated to uncover distinctive linguistic features and patterns. The results reveal notable differ

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Pasenta, Putri, and Nur Chakim. "EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING ARTIFICIAL INTELLIGENCE (AI) IN WRITING THESIS PROPOSAL." Yavana Bhasha : Journal of English Language Education 7, no. 2 (2024): 90–99. http://dx.doi.org/10.25078/yb.v7i2.3937.

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The use of AI in education is becoming increasingly widespread, particularly for thesis proposal writing. This study explores EFL students' perceptions and practices regarding AI assistance in thesis proposal writing. Using basic interpretive methods, semi-structured interviews were conducted with 10 EFL students. The research findings revealed mixed perceptions: positive and negative. Practices were categorized into selecting appropriate AI tools, integrating AI into the proposal, manually reviewing AI output, and recognizing AI limitations. Future research should focus on the role of AI in t

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Brainnita Oktarina, Irene, Maria Edistianda Eka Saputri, Betty Magdalena, Tommy Hastomo, and Aksendro Maximilian. "Leveraging ChatGPT to enhance students’ writing skills, engagement, and feedback literacy." Edelweiss Applied Science and Technology 8, no. 4 (2024): 2306–19. http://dx.doi.org/10.55214/25768484.v8i4.1600.

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The rapid development of technology has dramatically increased the use of AI chatbots in English Language Teaching (ELT). This research investigates the role of AI chatbots in English as Foreign Language (EFL) students’ writing by addressing the following three main goals: (1) to measure how AI chatbots affect students' writing learning outcomes, (2) to evaluate their impact on writing feedback literacy and engagement, and (3) to explore how students use AI chatbots to improve these areas. Fifty Indonesian university students undertaking an Economic English course participated in this mixed-me

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Ziar, Pohanyar Qyamudin. "Impact of AI-Based Tools on Writing Skills." Journal of Research in Education 1 (May 14, 2025): 97–112. https://doi.org/10.3126/jore.v1i1.78725.

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The increasing presence of artificial intelligence (AI) in education has led to the widespread use of AI writing assistants like Grammarly, QuillBot, and GPT-based tools. These tools promise to enhance writing quality by improving grammar, style, and clarity. However, their effects on long-term writing skills, particularly in academic settings, remain a topic of concern. This study investigates the impact of AI writing assistants on the writing skills of 100 English Language and Literature students at Kabul University. As their writing teacher, I conducted this research using a structured ques

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Kostadinovska-Stojchevska, Bisera, and Elena Shalevska. "The Role of AI in Supporting Dyslexic Students in the Language Classroom." Pedagoška obzorja 39, no. 3-4 (2025): 93–102. https://doi.org/10.55707/ds-po.v39i3-4.149.

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The qualitative paper explores the transformative potential of artificial intelligence (AI) in enhancing language learning for students with dyslexia. To do so, the study delves into existing literature to understand the unique challenges faced by dyslexic learners and the upcoming role of AI in addressing these challenges. Then, the paper highlights three innovative ways AI can be integrated into the language classroom to support dyslexic students: 1) AI as a writing helper, utilizing context clues to assist in proofreading and refining student writing; 2) AI as a text-to-speech assistant, pr

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Hoffmann, Nora, Helena Grünebaum, and Sarah Schmidt. "Rollenveränderungen bei der studentischen Textproduktion mit KI. Ergebnisse einer bundesweiten Studierendenbefragung." HERMES - Journal of Language and Communication in Business, no. 64 (December 31, 2024): 237–52. https://doi.org/10.7146/hjlcb.vi64.153161.

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Since the release of ChatGPT, generative AI has significantly changed student academic writing and students’ role in the writing process. This article presents the results of a survey conducted in August/September 2023, including 3,997 evaluated questionnaires. The survey aimed at recording students’ use of text-generating AI tools for academic writing, specifically frequency of use, reasons for and against AI use, purposes of use, and attitudes towards AI use, as well as their wants and needs for support provided by university stakeholders. Based on the hypothesis that students’ existing writ

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Wahyuningsih, Sri. "HOW ARTIFICIAL INTELLIGENCE (AI) SUPPORTS UNDERGRADUATE STUDENTS’ ACADEMIC WRITING: EVIDENCE FROM INDONESIA." Prominent 7, no. 2 (2024): 72–84. https://doi.org/10.24176/pro.v7i2.11444.

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Academic writing plays a crucial role in academics including undergraduate students. In addition, the development of technology provides effectiveness for them in the process of academic writing. The present study unravels undergraduate students’ voices on how artificial intelligence (AI) supports their academic writing including kinds of AI applications mostly used by them in enhancing academic writing and challenges in using AI. Anchoring in a qualitative research method, the data of this study were gathered from in-depth interviews with six students at an Indonesian higher education. The fi

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Endah Yulia Rahayu. "Unveiling the Narratives of English Master Students Navigating AI in Scientific Writing." Journal of Applied Linguistics and English Education 1, no. 2 (2023): 10–26. http://dx.doi.org/10.36456/jalle.v1i2.8694.

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The study employs a narrative inquiry approach and involves five English master students who have used AI tools in their academic writing. The participants' experiences and opinions on AI's role in scientific writing are analysed through thematic analysis. The findings of the study reveal that master students perceive AI as a helpful tool that can assist in various aspects of scientific writing, such as brainstorming ideas, the writing process itself, and refining scientific papers. AI tools have transformed the pre-writing process by offering solutions to streamline the workflow and unlock ne

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Syafei, Muh, and Nuraeningsih Nuraeningsih. "Leveraging Artificial Intelligence in Writing: ELT Students’ Perspectives and Experiences." International Journal of Learning, Teaching and Educational Research 24, no. 5 (2025): 416–30. https://doi.org/10.26803/ijlter.24.5.22.

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Integrating artificial intelligence (AI) in English Language Teaching (ELT) has opened new possibilities for enhancing students’ writing skills. This study investigates the effectiveness of AI in improving writing performance, alongside students’ experiences and their perceptions of using such technology in the classroom. The research addresses existing gaps in understanding how AI tools contribute to developing writing skills. A mixed-method approach was used, combining surveys and interviews to collect both qualitative and quantitative data from 66 ELT students of a private university in Kud

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Domingo, Nikko. "ChatGPT’s Usability in Expository Writing in AI-Enabled Classrooms: Perceptions of Tertiary Students and Teachers." JPAIR Multidisciplinary Research 60, no. 1 (2025): 81–101. https://doi.org/10.7719/jpair.v60i1.931.

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The growing integration of AI-powered digital writing tools (AI-DWTs) in writing instruction underscores the need to examine their impact on teaching pedagogies within technology-mediated language learning (TMLL) environments. This study investigates students' and teachers' perceptions of ChatGPT, an AI-driven writing tool, in an AI-enabled classroom. The study utilized a descriptive quantitative design with 60 student participants and three teacher participants. The study collected data through survey questionnaires following a series of interventions during writing classes. The results revea

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Quratulain, Dr. Saira Maqbool, and Sara Bilal. "The Effectiveness of AI-Powered Writing Assistants in Enhancing Essay Writing Skills at Undergraduate Level." Journal for Social Science Archives 3, no. 1 (2025): 845–55. https://doi.org/10.59075/jssa.v3i1.166.

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Artificial Intelligence (AI) has its transformative function in education by providing AI writing assistants like ChatGPT and Grammarly. AI tools have emerged as a prominent resource for improving writing performance at the advanced levels of education, hence, this study seeks to explore the potential of these tools to improve the essay writing of undergraduate Pakistani students. Using a mixed-methods approach, the research investigates changes in grammar, coherence, vocabulary, and overall academic writing for students over the eight-week period. The population of the study is BS students of

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Ridho, M., Aswadi Jaya, Hermansyah, Suthida Chantavhong, and Nattapong Rattanakosin. "ANALYZING THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN WRITING ACADEMIC PAPERS OF STUDENT AT UNIVERSITAS PGRI PALEMBANG." Esteem Journal of English Education Study Programme 8, no. 2 (2025): 180–91. https://doi.org/10.31851/esteem.v8i2.18732.

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This study investigates the role of Artificial Intelligence (AI) in enhancing students’ academic writing skills, with a specific focus on English Education students at Universitas PGRI Palembang. Utilizing a qualitative descriptive design within a phenomenological framework, the research examines the impact of AI tools—such as ChatGPT, Grammarly, and Quillbot—on the quality of student writing, their knowledge development, and their perceptions of these technologies. Data were gathered through observations, interviews, and documentation involving 10 students from the second and fourth semesters

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Gabriel, Sonja. "Generative AI in Writing Workshops: A Path to AI Literacy." International Conference on AI Research 4, no. 1 (2024): 126–32. https://doi.org/10.34190/icair.4.1.3022.

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The widespread use of generative AI tools which can support or even take over several part of the writing process has sparked many discussions about integrity, AI literacy and changes to academic writing processes. This paper explores the impact of generative artificial intelligence (AI) tools on the academic writing pro-cess, drawing on data from a writing workshop and interviews with university students of a university teacher college in Austria. Despite the widespread assumption that generative AI, such as ChatGPT, is widely used by students to support their academic tasks, initial findings

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Gjinali, Aida, and Tiziana Leka. "The Impact of Artificial Intelligence Tools on Academic Writing in Higher Education." International Journal of Social and Educational Innovation 12, no. 23 (2025): 233–45. https://doi.org/10.5281/zenodo.15282015.

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Artificial intelligence (AI) tools have become increasingly sophisticated in recent years, providing new ways for students to improve their writing ability. These tools can help with tasks such as grammar and spell-checking, generating topic ideas, and even offering suggestions for improvements in style and structure. The effects of such tools on users and students writing ability have been the subject of recent research, with some studies indicating positive outcomes. The rapid advancement of Artificial Intelligence (AI) tools has transformed various aspects of education, particularly in acad

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Takary, Ghazali, and Sabrina Sabrina. "Enhancing EFL Writing Proficiency through an AI-Integrated Platform: QuillBot’s Role in Learners’ Engagement and Skill Development." Proceedings of International Conference on Education 3, no. 1 (2025): 293–98. https://doi.org/10.32672/pice.v3i1.3490.

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This study explored the integration of artificial intelligence (AI), particularly QuillBot, into English as a Foreign Language (EFL) instruction at Universitas Serambi Mekkah (USM). As digital tools become increasingly significant in education, AI technologies like QuillBot provide students with real-time writing assistance, helping them refine grammar, paraphrase text, and develop vocabulary. This research investigated how QuillBot is utilized by EFL lecturers and students, its pedagogical impacts, and the challenges of incorporating such AI tools in academic writing contexts. Employing a mix

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Xiong, Yuanyuan. "A Review of the Features and Efficacy of Chat-GPT AI Writing Assistant in Influencing EFL Learners’ English Writing Skills." Transactions on Social Science, Education and Humanities Research 11 (August 20, 2024): 177–83. http://dx.doi.org/10.62051/bxz3th29.

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In today's digital age, the growing use of AI-driven tools in language acquisition, especially for English writing, calls for more investigation. Grasping the impact of advanced technologies such as Chatbot Generative Pre-trained Transformer (Chat-GPT) on the learning of English as a Foreign Language (EFL) is crucial for both educators and researchers. Consequently, the objective of this study is to investigate how Chat-GPT, in its role as an AI writing assistant, influences the writing abilities and performance of EFL students. Utilizing Constructivism theory, this research delves into the ch

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Putri Erito, Silvia Nanda. "Exploring ESP Students’ Perception toward the Potential of Artificial Intelligence to Promote Students’ Self-Efficacy in English Writing Skill." Journal of English Language Learning 7, no. 2 (2023): 459–66. http://dx.doi.org/10.31949/jell.v7i2.7598.

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This study aimed to explain ESP (English for Specific Purposes) students’ perception toward the potential of AI to promote their self-efficacy in their English writing skill by examining its impact on students’ learning experiences and perceptions. The present investigation employed a qualitative case study. The data collected by open-ended questionnaire in online form distributed to forty students in accounting major. The findings showed that the students positively perceived toward the potential of AI to promote students’ self-efficacy in their English writing skill, they believed that AI pl

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Safrida, Galuh, and Desi Puspitasari. "OPTIMIZING ENGLISH WRITING WITH AI: UNLOCK THE POWER OF QUILLBOT." English Language Teaching Journal 4, no. 2 (2024): 61–68. http://dx.doi.org/10.35897/eltj.v4i2.1405.

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AbstractThis research aims to determine the role of QuillBot as one of Artificial Intelligence (AI) in enhancing students’ writing skills. Artificial Intelligence (AI) is an advanced technology that can make a person's work easier. AI has a significant impact in various fields, such as education. Therefore, AI technology can assist students in completing their assignments. One such application is QuillBot, which aids students in improving their English writing. This research employed qualitative research using a questionnaire distributed via Google Forms. The findings indicate that Quillbot is

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Muhammad Dimas Rinjani Fitra, Kristanti Yuntoro Putri, M Syaichul Muchyidin, and Fika Ar-Rizqi Naf’ihima. "The Use of AI as an Assistant of University Students for their Research Proposal." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 13, no. 1 (2025): 418–32. https://doi.org/10.24256/ideas.v13i1.6159.

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This research examines the role of Artificial Intelligence (AI) as an assistant for university students in drafting their research proposals. Addressing challenges such as ineffective research strategies, time management issues, and writing difficulties, the study explores how AI tools enhance productivity and support academic writing. Using a qualitative approach, data were collected through questionnaires, semi-structured interviews, and observations of university students utilizing AI tools like Grammarly and ChatGPT. The findings reveal that AI tools significantly aid students in generatin

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Hyun, Il-Sun. "College Students’ Perceptions of ChatGPT Feedback: A Case Study Using Writing Conferences." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 13 (2025): 719–30. https://doi.org/10.22251/jlcci.2025.25.13.719.

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Objectives The purpose of this study was to examine the EFL college-level students’ perceptions toward ChatGPT feedback through ChatGPT feedback-based writing conferences. Methods A total of 64 students enrolled in English Communication I, II courses completed two writings while using ChatGPT feedback and participating in face-to-face writing conferences and responded to the questionnaire eliciting their perception toward ChatGPT feedback. Results The findings indicated that the students considered ChatGPT feedback sufficiently reliable to supplement teacher feedback on both micro-level and ma

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Chen, Chen, and Yang (Frank) Gong. "The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students." Education Sciences 15, no. 2 (2025): 141. https://doi.org/10.3390/educsci15020141.

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This mixed-methods study examines the role of artificial intelligence (AI)-assisted learning in academic writing for Chinese as a Second Language (CSL) students in a Chinese university context. Fifty international CSL students were randomly assigned to experimental—AI-assisted learning using ChatGPT—and control—traditional learning—groups. Writing samples from the participants were evaluated using established scoring rubrics for Chinese academic writing. Based on pre- and post-test quantitative data and supplementary qualitative interviews with six participants from the experimental group, thi

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Wahyu, Uswatun Hasanah, Muhammad Arifin Muhkam, and Dewi Purwati. "Student Attitudes Toward AI-Assisted Thesis Writing and Critical Reading: A Case Study from Indonesian English Programs." LETS: Journal of Linguistics and English Teaching Studies 6, no. 2 (2025): 129–40. https://doi.org/10.46870/lets.v6i2.1462.

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This study explores the role of Artificial Intelligence (AI) in undergraduate thesis writing within English Language Education programs in Indonesia, particularly its influence on students' academic writing and critical reading. Using a qualitative case study approach, the research investigates how final-year students incorporate AI tools such as ChatGPT, Quillbot, and Claude AI throughout the thesis development process, including research, drafting, revision, and engagement with academic texts. Data were collected through semi-structured interviews involving twelve students who had experience

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Irfan, Muhammad, Liam Murray, and Sajjad Ali. "Integration of Artificial Intelligence in Academia: A Case Study of Critical Teaching and Learning in Higher Education." Global Social Sciences Review VIII, no. I (2023): 352–64. http://dx.doi.org/10.31703/gssr.2023(viii-i).32.

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This study scrutinizes the role of AI literacy and ChatGPT-3 in enhancing critical reasoning and journalistic writing competencies among 50 third-term journalism students at Tajik National University. Given the escalating relevance of AI across sectors, including journalism, we aim to highlight the potential advantages of incorporating AI utilities in journalism pedagogy. We utilized a mixed- methods approach, comprising both quantitative and qualitative data collection techniques, for a comprehensive examination of the influence of AI literacy and ChatGPT-3 on student skill development.We gat

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NYPADYMKA, Anna, Olga LAKIYCHUK, and Oksana KORBUT. "THE ROLE OF AI IN COMPLETING WRITING TASKS BY UNIVERSITY STUDENTS." Humanities science current issues 2, no. 73 (2024): 351–55. http://dx.doi.org/10.24919/2308-4863/73-2-54.

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Wang, Jian, and Xiaohong Zhang. "Exploring the Role of AI Technology in Shaping College Students’ English Writing Development: Insights from the Complex Dynamic Systems Theory." Journal of Azerbaijan Language and Education Studies 2, no. 3 (2025): 31–46. https://doi.org/10.69760/jales.2025002012.

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The proliferation of Artificial Intelligence (AI) technology has profoundly impacted English language teaching, especially within the realm of writing instruction. Despite extensive research exploring the application of AI in education, a significant gap remains in studies assessing the influence of AI-enhanced teaching on learners’ writing proficiency. In this context, this study employed a longitudinal research design to examine the effects of integrating Kimi—an AI tool in China—into English writing instruction, framed within the Complex Dynamic Systems Theory. The participants, 12 tertiary

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Mohammed, Samer Imad, Dheyaa Jabbar Kadhim, Basma Zuheir Al-Metwali, Ehab Mudher Mikhael, and Noor Mohammed Hassan. "Academic Staff Perspectives on the Impact of Artificial Intelligence on Pharmaceutical Sciences Research and Writing: A Qualitative Study." Iraqi Journal of Pharmaceutical Sciences 33, (4SI) (2025): 12–19. https://doi.org/10.31351/vol33iss(4si)pp12-19.

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Artificial intelligence (AI) offers significant benefits to biomedical research and academic writing. Nevertheless, using AI-powered writing aid tools has prompted worries about excessive dependence on these tools and their possible influence on writing proficiency. The current study aimed to explore the academic staff’s perspectives on the impact of AI on academic writing. This qualitative study incorporated in-person interviews with academic faculty members. The interviews were conducted in a semi-structured manner, using a predetermined interview guide consisting of open-ended questions. Th

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Jeeva Rekha, B., and A. Raja. "Role of AI in Assisting College Students with Academic Performance." ComFin Research 13, S1-i2 (2025): 137–43. https://doi.org/10.34293/commerce.v13is1-i2.8752.

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Artificial intelligence (AI) modified the academic environment by offering customized learning experiences, boosting research abilities, and enhancing overall student achievement. AI tools support college students in mastering concepts, providing feedback, and improving thinking. Moreover, AI improves time management with intelligent scheduling apps, supports research by providing valuable insights, and boosts writing abilities using grammar and plagiarism detection tools. Incorporating AI into education enhances accessibility, enabling students with disabilities to take advantage of speech-to

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Kell, Carrie, Brian Kraeer, and William Cain. "Can AI Facilitate a Human-Centric Approach to Writing a Problem of Practice Dissertation?" Impacting Education: Journal on Transforming Professional Practice 10, no. 1 (2025): 3–7. https://doi.org/10.5195/ie.2025.482.

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This essay explores the evolving role of generative AI within EdD programs, highlighting its transformative potential to support students throughout their dissertation journey. Through narrative inquiry, it shares the experiences of two doctoral students writing dissertations in practice about AI, while simultaneously negotiating the use of it in their research and writing. The essay centers around AI and the CPED framework, in particular, concepts of the problem of practice, inquiry as practice, and mentoring. By documenting these experiences, this essay offers valuable insights for students,

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Namanya, Dan, and Mennen Pearl C. Talibong. "Harnessing the Potential of AI Tools for Student Thesis Research and Writing: An Appreciative Inquiry." Pan-African Journal of Education and Social Sciences 6, no. 1 (2025): 30–48. https://doi.org/10.56893/pajes2025v06i01.03.

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This qualitative study examines how students use AI tools for their research and thesis writing, anchored in Constructivist Learning Theory, which holds that learners actively construct knowledge through experience and reflection. Utilizing the 4D model of appreciative inquiry, this study investigated the positive experiences of students using AI chatbots to write their theses, their ideal role in AI, methods to optimize the positive effects of AI chatbots, and approaches to promote a culture that accepts AI technology in research while upholding academic integrity. Using semi-structured inter

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Durrani, Noureen, Muhammad Imran, and Rabeeya Saeed. "Evolution of artificial intelligence writing tools in domain of scientific writing: A threat to human writing and its ethical considerations." Journal of Family Medicine and Primary Care 14, no. 5 (2025): 1580–83. https://doi.org/10.4103/jfmpc.jfmpc_1615_24.

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ABSTRACT The convergence of artificial intelligence (AI) and scientific writing represents a transformative intersection in research and education, with each field reciprocally reforming and refining the other. AI, with its adaptable learning strategies and innovative technologies, enhances the area of scientific writing. However, transparency and recognition of AI’s role in text generation are crucial to upholding accountability among human authors for the final outcome. As AI technologies rapidly advance, especially in the realm of scientific writing, it becomes increasingly important to ope

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Wang, Lixun, and Boyuan Ren. "Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong." Education Sciences 14, no. 12 (2024): 1329. https://doi.org/10.3390/educsci14121329.

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The advent of generative artificial intelligence (AI) has transformed information acquisition and utilization in higher education academic writing. This study fills the empirical research gap by examining how university students use generative AI tools for digital academic writing. The study investigates the experiences of 140 undergraduates enrolled in an ‘Introduction to Linguistics’ course at a university in Hong Kong employing generative AI applications, such as ChatGPT3.5 and the AI Image Generation feature in Padlet, for a collaborative multimedia Wikibook project spanning 13 weeks. The

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Tanjung, Siti Rahma, and Utami Dewi. "Enhancing Students’ Writing Ability through Quillbot: Teachers’ Perspective." Scope : Journal of English Language Teaching 9, no. 1 (2024): 458. https://doi.org/10.30998/scope.v9i1.24862.

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In recent times, Quillbot has emerged as a significant topic in educational discourse. Extensive research has been conducted on Quillbot's efficacy, and many students have adopted it as a cutting-edge technological aid. As technology progresses, AI-powered tools like Quillbot are helping to address writing challenges. This research employed a qualitative case study approach to examine educators' views on Quillbot as an English writing assistance tool. The study involved five teachers who were already familiar with Quillbot. Data collection methods included questionnaires and in-depth interview

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Amoush, Kholoud H., and Amal A. Alhosban. "Mastering EFL Writing With ChatGPT: A Systematic Review of Benefits, Challenges, and Best Practices." Theory and Practice in Language Studies 15, no. 8 (2025): 2576–83. https://doi.org/10.17507/tpls.1508.14.

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The rapid advancement of artificial intelligence (AI) in English as a Foreign Language (EFL) instruction—especially in writing—is unprecedented. Among AI tools, ChatGPT stands out as a powerful resource, offering real-time, contextual feedback that goes beyond simple grammar corrections. This systematic review draws on insights from 21 studies to evaluate the impact of ChatGPT in improving EFL students’ writing skills. It looks at how AI-generated feedback compares to human feedback and reflects on the broader effect of using ChatGPT in EFL writing instruction. Research findings showed that Ch

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Nonny Rulisty Putri Sutikno and Umi Sri Wulan. "Strategi Pembelajaran Adaptif untuk Meningkatkan Keterampilan Menulis Berbasis AI." Kopula: Jurnal Bahasa, Sastra, dan Pendidikan 7, no. 1 (2025): 252–59. https://doi.org/10.29303/kopula.v7i1.6339.

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This research aims to examine the application of adaptive learning based on artificial intelligence (AI) in improving writing skills. The method used is a conceptual approach by conducting a literature review from various credible sources such as scientific journals, textbooks, and research reports related to learning to write, challenges faced by students, and the potential of AI in education. The analysis was conducted to understand how AI technology can provide feedback, adjust the difficulty level of the material, and improve students' writing skills. Research shows that AI-based adaptive

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Siregar, Aisyah Rizqa Fitri, and Benni Ichsanda Rahman Hz. "Undergraduate students' perceptions on utilizing Deepseek AI as a tool in writing journal articles." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 12, no. 2 (2025): 713–29. https://doi.org/10.22219/celtic.v12i2.41375.

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In the ever-evolving digital era, artificial intelligence technologies such as DeepSeek AI are widely used by academics as a solution to writing challenges, especially among students who still develop their academic writing skills. This study aimed to deeply understand undergraduate students' perceptions of the advantages and disadvantages of using DeepSeek AI as a tool in the process of writing scientific journal articles. This study used a qualitative approach with a case study design involving ten students from various educational majors who had used DeepSeek AI in the process of writing sc

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Lee, Jinyoung, and Heehwa Lee. "Analysis of Factors Affecting Writing Perception and ChatGPT Use Among Chungnam University Students: Exploring the Educational Applicability of AI Tools." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 5 (2025): 63–80. https://doi.org/10.22251/jlcci.2025.25.5.63.

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Objectives This study aims to analyze various background factors influencing the perceptions of writing and the utility, necessity, practicality, and satisfaction with ChatGPT of university students. In addition, It can evaluate the potential of AI tools like ChatGPT in enhancing the writing skills of university students. Methods The survey was conducted among 338 university students in Chungcheongnam-do, and data were analyzed using the SPSS/Win 23.0 statistical software. The several analysis were required such as frequency analysis, t-tests, one-way ANOVA, exploratory factor analysis (EFA),

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Kholifah, Wiji, and Hamzah Hamzah. "Harnessing AI for Writing Excellence: Exploring ToolBaz.com and Gender Differences in Enhancing Twelfth Graders' Narrative Skills." AL-ISHLAH: Jurnal Pendidikan 17, no. 1 (2025): 524–34. https://doi.org/10.35445/alishlah.v17i1.6563.

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This study investigates the effectiveness of ToolBaz.com, an AI-based writing tool, in enhancing narrative text writing skills among grade XII students at SMAN 3 Padang, Indonesia. Given the increasing integration of AI in education, this research aims to determine whether AI-assisted writing tools improve student performance compared to traditional methods. A quasi-experimental design was employed, involving an experimental group that used ToolBaz.com and a control group using a non-AI tool. Writing performance was assessed through pre- and post-tests. Data were analyzed using an independent

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Rahmi, Regina, Zahria Amalina, Andriansyah Andriansyah, and Adrian Rodgers. "Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing." Studies in English Language and Education 11, no. 2 (2024): 998–1012. http://dx.doi.org/10.24815/siele.v11i2.35875.

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The increasing use of tools that assist English as a Foreign Language (EFL) learners in achieving writing fluency has drawn attention to the rapidly evolving role of AI in education. This study evaluates an AI-generated writing assistant in English language learning, that is the ParagraphAI text generator, focusing on its potential impact and effectiveness for L2 learners’ writing skills. This AI-powered writing software curates writing content according to writers’ preferences. Four seventh-semester EFL students were selected using homogeneous purposive sampling. Data collection involved test

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