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Articles de revues sur le sujet « Writing with AI »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

Yoon, Jae-yeon. "A college writing in the era of writing using artificial intelligence." Research Institute of Education Science, Jeju National University 26, no. 4 (2024): 1–30. https://doi.org/10.15564/jeju.2024.12.26.4.1.

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The purpose of this study is to analyze the characteristics of writings written using generative artificial intelligence, and based on this, to find application and response measures in university writing education. The characteristics of writings written using generative artificial intelligence were grasped through qualitative analysis of AI-generated texts. In addition, it suggested a direction on how to apply and respond to these characteristics in college writing classes. First, AI-generated texts have structural typicality. Second, general and universal expressions are repeated in AI-gene

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Marhaban, Saiful, Teguh Sulistyo, and Oktavia Widiastuti. "Artificial Intelligence in Writing: Students' Writing Competencies and Voices." JEELS (Journal of English Education and Linguistics Studies) 12, no. 1 (2025): 403–25. https://doi.org/10.30762/jeels.v12i1.3927.

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Integrating artificial intelligence (AI) in writing instructions may lead to an ongoing debate among scholars. However, the rapid development of technologies of AI technologies cannot be avoided in daily lives, including written language productions. This paper, then, tries to highlight two cases: the impacts of AI and process-based approach on students’ writing competencies and what students perceive about the intervention. The study, which involved 27 Indonesian English language majors, used a mixed-methods approach that included both qualitative and quantitative data. The results showed tha

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Sarkar, Deep. "第1回 AI Usage in Academic Writing(Academic writing and AI)". Journal of the Society of Mechanical Engineers 127, № 1262 (2024): 66–67. http://dx.doi.org/10.1299/jsmemag.127.1262_66.

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Mursidha, Nur Aini, Mohammad Fatoni, Nanin Verina Widya Putri, and Ahmad Tauchid. "AI Writing Tools on the Content and Organization of Students’ Writing." English Education:Journal of English Teaching and Research 10, no. 1 (2025): 1–11. https://doi.org/10.29407/jetar.v10i1.23626.

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Writing English is a problem for final semester EFL students to complete their thesis. So AI technology becomes a tool that can improve their writing. Researchers conducted this research on three students of English language education at Nahdlatul Ulama Sunan Giri University to find out what AI tools most often use and their perspectives about AI in the content and organization of writing. This research used a qualitative approach through semi-structured interviews. Researchers collected data for this research by conducting pre-observations regarding EFL students who got high writing scores in

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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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Yi, Jyi-yeon, and Youngsook Kim. "Use of AI-based Platforms in Teaching and Learning of General English Writing for College EFL Learners." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 7 (2023): 663–83. http://dx.doi.org/10.22251/jlcci.2023.23.7.663.

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Objectives The present study aimed to find out the characteristics of English writing and learners' perception of the use of AI-based platforms after having university EFL learners use AI-based platforms in the English writing teaching and learning process. Methods In the 2nd semester of 2022, AI-based English writing scoring/English grammar check platform and machine translation platform were used for the English writing process for 20 students in a general English required course in C university. The English composition drafts in 3rd week (pre-test) and 15th week(post-test) were constr

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Abdul Rahman, Nurul Ajleaa, Luqmanul Hakim Zulkornain, Azman Che Mat, and Martin Kustati. "Assessing Writing Abilities using AI-Powered Writing Evaluations." Journal of ASIAN Behavioural Studies 8, no. 24 (2023): 1–17. http://dx.doi.org/10.21834/jabs.v8i24.420.

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This study aims to investigate the effectiveness of AI software, Automated Writing Evaluation (AWE), in identifying grammatical errors and increasing writing abilities among Malaysian public university students, as well as their perspectives on AI software in enhancing writing skills. The outcomes of this study reveal that students have good attitudes toward the implementation of AWE. The findings have implications for using artificial intelligence (AI) software (AWE) in ESL writing classes. Moreover, future scholars are anticipated to do similar research to increase the effect and relevance o

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Bensalem, Elias, Radhia Harizi, and Amel Boujlida. "Exploring undergraduate students' usage and perceptions of AI writing tools." Global Journal of Foreign Language Teaching 14, no. 2 (2024): 53–65. http://dx.doi.org/10.18844/gjflt.v14i2.9344.

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Artificial intelligence (AI) technologies have seen significant integration in various fields, particularly in higher education. The current study aims to explore the extent of students’ usage patterns of AI writing tools, their overall experience of using AI writing tools, and challenges and concerns about using AI writing tools. In addition, the study aims to examine the ways AI writing tools have affected students’ writing skills and features or improvements that they would like to see in AI writing tools to enhance their writing experiences. A survey of 161 undergraduate students from a pu

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Friatin, Lilies Youlia. "Revolutionizing Writing: The Impact of Technology on Enhancing Students' Writing Skills." JALL (Journal of Applied Linguistics and Literacy) 9, no. 1 (2025): 87. https://doi.org/10.25157/jall.v9i1.17963.

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The use of artificial intelligence (AI) in writing instruction has introduced new opportunities for enhancing students’ creativity and engagement. This study explores students’ perceptions of Canva AI Magic Writer in developing descriptive writing skills. Using a qualitative case study approach, data were collected from 30 university students through a questionnaire. The findings reveal that most students found AI helpful in overcoming writer’s block and improving descriptive details. However, some expressed concerns about originality and the potential loss of personal voice. While AI tools en

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Dazzeo, Robin. "AI-Enhanced Writing Self- Assessment." Journal of Technology-Integrated Lessons and Teaching 3, no. 2 (2024): 80–85. https://doi.org/10.13001/jtilt.v3i2.9119.

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This technology-rich, three-day lesson for 9th-12th grade English Language Arts students leverages artificial intelligence (AI)-enhanced rubrics and writing analysis tools (Ouyang & Jiao, 2021) to improve student writing and self-assessment skills. Students explore AI-enhanced digital rubrics, use AI tools to analyze their writing, and apply AI-generated feedback to revise their work. This approach enhances current writing assignments and develops critical thinking skills and digital literacy. Assessments include AI-generated feedback reports, peer evaluations, and final revised writing sa

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Lin, Hao-Chiang Koong. "Writing Is Coding." International Journal of Online Pedagogy and Course Design 15, no. 1 (2025): 1–23. https://doi.org/10.4018/ijopcd.385016.

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Writing in the digital age has transformed from a mere communicative practice into a computational interface for multimodal creation—establishing a new paradigm where natural language functions as executable code for artificial intelligence systems. This research examines the pedagogical implications of this “Writing is Coding” framework, focusing on how learners navigate cross-media AI co-creation processes. Through a comprehensive three-round experiment, 102 undergraduate students engaged in progressive AI collaboration across textual, visual, and video modalities, using natural language as

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Shalini Sharma. "A Constructive Use of Generative Artificial Intelligence (AI) in Literature and Education." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 3143–49. https://doi.org/10.52783/cana.v32.4668.

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Ever since from inception in the 1950s, The word Artificial Intelligence (AI)has become anundistinguished part of our academics with unprecedented capabilities. AI algorithmshave been trained to portray animated things which will react like human beings, so the usage of AI has significantly surged after the pandemic. AI has worked positively through literary writings and educational fields. Many authors have used AI in novel writing for Science fiction and it has become the reference point in Science-fiction writings. The AI natural language process of machine learning is pivotal in fictional

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Storey, Valerie A. "AI Technology and Academic Writing." International Journal of Adult Education and Technology 14, no. 1 (2023): 1–15. http://dx.doi.org/10.4018/ijaet.325795.

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Evidence shows that artificial intelligence (AI) has become an important subject in academia, representing about 2.2% of all scientific publications. One concern for doctoral programs is the future role of AI in doctoral writing due to the increase in AI-generated content, such as text and images. Apprehensions have been expressed that the use of AI may have a negative impact on a doctoral student's ability to think critically and creatively. In contrast, others argue that using AI tools can provide various benefits resulting in rigorous research. This conceptual article first discusses the de

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Park, Jeong-ah, and Jaerin Ahn. "Exploring generative AI use in Korean writing : Factors influencing Korean learners’ adoption of AI." International Network for Korean Language and Culture 21, no. 4 (2024): 91–117. https://doi.org/10.15652/ink.2024.21.4.91.

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This study investigated learners' perceptions of the use of AI in writing and the reasons behind their decision-making regarding this use. Through semi-structured interviews, the study identified four key reasons why students did not actively integrate AI into their writing: distrust of the accuracy of generative AI, the belief that using AI would negatively affect their writing skills, the perception of AI as a form of cheating, and a lack of knowledge about how to use AI. These findings offer a detailed understanding of how to integrate generative AI tools into future Korean writing educatio

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Rahayu, Sukardi Weda, Muliati, and Nofvia De Vega. "Artificial Intelligence in writing instruction: A self-determination theory perspective." XLinguae 17, no. 1 (2024): 234–44. http://dx.doi.org/10.18355/xl.2024.17.01.16.

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This study aimed to delve into the multifaceted role of artificial intelligence (AI) in writing instruction, with a particular emphasis on AI-based writing tools like Grammarly and QuillBot. Contributing to the ongoing discourse on incorporating AI into educational practices, this research offers a thorough grasp of the benefits and possible drawbacks of using AI in writing instruction. The study adopted a qualitative case study design to collect data from a diverse range of participants, including novice and experienced users of AI-based writing tools. Through a combination of in-depth interv

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Alla Katsnelson, special to C&EN. "Tool detects AI science writing." C&EN Global Enterprise 101, no. 19 (2023): 4. http://dx.doi.org/10.1021/cen-10119-scicon2.

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Fauziah, Zumrotul, and Sri Minarti. "Artificial Intelligence-Assisted Writing Application for Improving Writing Skills of Islamic Education Students." Jurnal Kependidikan Islam 13, no. 2 (2023): 119–23. http://dx.doi.org/10.15642/jkpi.2023.13.2.119-123.

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This study is aimed to illuminate the use of AI-assisted writing applications to improve academic writing skills and describe how to implement AI-assisted writing applications for EFL academic writing. This study is qualitative reasearch. The data is collected through analysis of writing task and interview about the use of Artificial Intelligence in academic writing. After analyzing students’ writing task and interview related to the use of AI in language teaching, especially in writing. The study revealed that the use of AI-assisted applications is beneficial for students, especially students

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Zhou, Yi. "Review of the Studies on the Impact of AI Tools on EFL Students Writing." Lecture Notes in Education Psychology and Public Media 87, no. 1 (2025): 110–15. https://doi.org/10.54254/2753-7048/2025.bo23872.

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This review explores how Artificial Intelligence (AI) tools influence students' writing performance in learning English as a Foreign Language (EFL). Specifically, it focuses on three major categories of AI-based tools that support EFL learners in developing their writing competencies: automated writing evaluation (AWE) systems, automated corrective feedback (AWCF) tools, and generative AI writing tools. The applications of these AI tools have changed how students engage with writing tasks and positively impacted their writing performance. However, AI tools still have limitations and present ch

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Diego, Sheena S., and Adrian V. Protacio. "AI-Integrated Writing Approach and Senior High School Students’ Writing Competencies in English." International Journal of English Literature and Social Sciences 10, no. 3 (2025): 701–5. https://doi.org/10.22161/ijels.103.97.

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Integrating artificial intelligence (AI) in education offers significant potential to enhance writing competencies. This quantitative study investigated the effect of an AI-integrated instructional approach on the writing performance of Senior High School students at Liberty National High School, Tampakan, South Cotabato. The study measured improvements in students’ writing competencies in English, which focused on vocabulary, grammar, content development, and organization. A quasi-experimental single-group design was employed to assess the effects of an AI-integrated approach in writing. Stat

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Pryma, Viktoriia, Oksana Pelivan, Tetiana Teletska, Olha Tsobenko, and Natalia Zagrebelna. "AI Writing Assistants and Student Competence: A Linguistic Aspect." Arab World English Journal, no. 1 (April 25, 2025): 319–29. https://doi.org/10.24093/awej/ai.18.

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The study aims is to determine how AI tools affect the linguistic features of student writing. The research questions are: (1) How do AI writing tools affect the linguistic features of student writing? (2) What are university instructors’ attitudes toward the use of AI in writing instruction? The significance of this study arises from its addition to the literature on how AI technologies affect writing pedagogy and student learning in higher education. Using a mixed-methods design, the study questioned 60 university students enrolled in English for Academic Purposes (EAP) courses. Students wer

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Park, Jung-eun, Mijung Jang, and Sunkyung Oh. "Analysis of the Experience of Using Generative AI and the Needs of Writing Education of Foreign Undergraduates." Korean Association of General Education 18, no. 1 (2024): 185–99. http://dx.doi.org/10.46392/kjge.2024.18.1.185.

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The purpose of this study is to analyze the experiences and educational needs of foreign undergraduate students enrolled in Korean universities using Generative AI and to find ways to effectively utilize Generative AI in the writing process. To this end, a survey was conducted on 219 foreign undergraduate students who took Liberal Arts <College writing> courses at A University. As a result of the analysis, 39.7% of foreign undergraduate students who participated in this survey answered that they had used Generative AI when performing assignments at university. Respondents mainly used Gen

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Milton, Cynthia, Lokesh Vidhya, and Gayathri Thiruvengadam. "EXAMINING THE IMPACT OF AI-POWERED WRITING TOOLS ON INDEPENDENT WRITING SKILLS OF HEALTH SCIENCE GRADUATES." Advanced Education 12, no. 25 (2024): 143–61. https://doi.org/10.20535/2410-8286.315068.

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The level of reliance on AI-Powered Writing Tools (AI-PWT) profoundly impacts the independent writing skill of English as Second Language (ESL) learners. The present study explores the familiarity and utility of two different types of AI -Powered Writing Tools (Independent Writing with AI editing assistance; Generative writing with AI assistance) among ESL health science graduates and to understand the role of these tools in shaping their independent writing skills. Method: The study adopted a survey technique to understand the knowledge, attitude and utility of AI-powered writing tools among

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Mun, Chae-young. "EFL Learners’ English Writing Feedback and Their Perception of Using ChatGPT." STEM Journal 25, no. 2 (2024): 26–39. http://dx.doi.org/10.16875/stem.2024.25.2.26.

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This study aims to investigate the utilization of AI-assisted feedback by EFL college learners in their English writing. Specifically, the research sought to explore how writing assisted by ChatGPT improves students’ writing skills in comparison to peer feedback. Additionally, the study aimed to understand the learners’ perceptions regarding the use of ChatGPT in editing English writing. Participants were tasked with submitting their presentation scripts before their speaking exams. They received an instructional session on how to use the tool effectively and were told useful prompts for using

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Wang, Changzhao, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui, and Benjamin Nye. "Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment." Education Sciences 14, no. 9 (2024): 976. http://dx.doi.org/10.3390/educsci14090976.

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To support the integration of AI in education, this empirical study investigated what lessons college students learned from using Generative AI for writing. We recruited 47 students in the United States from a university writing course. Students completed an assignment in which they used Generative AI tools (e.g., ChatGPT) to draft an application letter or personal statement. Data were collected using a survey of five open-ended questions about their writing process, what worked, what did not work, how to better write with AI, and general lessons learned. We applied thematic analysis and senti

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Lee, Eun Jeong. "Generative AI Applications for University Writing Courses : Focusing on Academic Paper Writing Classes." Korean Association for Literacy 16, no. 1 (2025): 463–92. https://doi.org/10.37736/kjlr.2025.02.16.1.15.

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This paper aims to demonstrate the effectiveness of generative AI in University Writing Classes through a case study report. The course was designed based on two guidelines: the proactive and active use of AI, and its ethical application, in line with the goals of university writing education, which are to enhance critical and creative thinking skills and improve writing abilities. The study involved 30 students enrolled in a writing course, who collaborated in groups of 3-4 to write a paper. The research process consisted of the following stages: topic selection and planning, PBL project prop

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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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Gupta, Lalit. "Unmasking artificial intelligence (AI): Identifying articles written by AI models." Indian Journal of Clinical Anaesthesia 11, no. 2 (2024): 122–24. http://dx.doi.org/10.18231/j.ijca.2024.028.

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The rise of linguistic models as part of artificial intelligence (AI) in academic writing has brought both benefits and challenges. While AI can generate content that closely resembles human writing, recognizing AI-generated content is difficult due to its lack of obvious errors, prompt-based adaptability to various styles, broad subject range, and rapid production speed. To address this issue, various methods, such as technical analysis, metadata examination, stylometric analysis, tests for coherence, and AI detection models like GPTZero, have been developed. Ethical concerns include the risk

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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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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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Oh, Sunkyung, Mijung Jang, and Jung-eun Park. "Undergraduates’ Awareness of the Ethics of Generative AI Utilization in College Writing." Korean Association for Literacy 14, no. 4 (2023): 69–96. http://dx.doi.org/10.37736/kjlr.2023.08.14.4.03.

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This study examines the utilization of generative AI among undergraduate students and their awareness of ethics in college writing. It also identifies the demand for ethics education related to writing using generative AI. A survey was conducted on 895 undergraduate students taking college writing courses at A University. The study found that first, undergraduate students who have had experience with university writing tasks employed generative AI used ChatGPT the most; they used it substantially to generate ideas and collect data when writing general reports. In addition, more than half

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Hj Khamis, Nor Yazi, and Nurkarimah Yusof. "Artificial Intelligence Revolutionising Writing Assessments." International Journal of Language Education and Applied Linguistics 14, no. 2 (2024): 1–6. https://doi.org/10.15282/ijleal.v14i2.11444.

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Artificial intelligence (AI) is revolutionising writing assessments, which may involve essays and reports and offer self-paced and custom-made learning experiences. The integration of AI into writing assessments provides both advantages and challenges. Some benefits are that it enhances efficiency and speed, objectivity and consistency, offers comprehensive feedback and personalised learning support, and increases scalability. On the other hand, some challenges with AI integration with written assessments are its scarcity of evaluation nuances, tendencies toward overreliance, limited scope for

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Bulante, Kristal Mae, DOMINADOR MORRIS JR., ARIEL BALAGAN, and MARY ANN TORRES. "AI- ASSISSTED AND NON AI ASSISTED WRITING PERFORMANCES OF GRADE 10 STUDENTS." Azal Arts and Humanities 1, no. 1 (2024): 65–94. http://dx.doi.org/10.55687/aah.v1i1.74.

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The study’s core objective is to assess the comparison of AI-assisted and non-AI-assisted writing discourse performances of Grade-10 students of Ipil National High School for the academic year 2023-2024. It also investigates the attitude of students towards the use of AI-writing tools specifically on its utilization, usefulness and negative implications, and explores the connection of their attitudes to their profile backgrounds and writing performances. Utilizing the Descriptive-Correlational design of research, it tries to determine whether the AI-tools influence the writing performance of s

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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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Ya’u, Mohammed Sani, and Mohammed Sadaa Mohammed. "AI-Assisted Writing and Academic Literacy: Investigating the Dual Impact of Language Models on Writing Proficiency and Ethical Concerns in Nigerian Higher Education." International Journal of Education and Literacy Studies 13, no. 2 (2025): 593–604. https://doi.org/10.7575/aiac.ijels.v.13n.2p.593.

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The rise of AI-assisted writing tools has transformed academic literacy, as it offers students support in grammar correction, sentence structure, and idea generation. However, concerns about academic integrity and over-reliance on AI are on the increase. This study investigates how Nigerian university students use AI writing tools and examines their effects on writing proficiency and ethical considerations. A quantitative survey design was employed, with 350 undergraduate students from five public universities in northern Nigeria participating. Purposive sampling was used to select students fa

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Farhat, Karim Hamda, and Mostafa Ahmed Arafa. "The Role of Artificial Intelligence in Scientific Writing." International Journal of Science and Healthcare Research 9, no. 4 (2024): 153–55. http://dx.doi.org/10.52403/ijshr.20240421.

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Artificial intelligence (AI) has evolved rapidly in the last century. Once a futuristic concept with negative connotations, AI has now begun to permeate various fields, reaching academic and scientific writing. In scientific writing, AI applications promise to significantly improve writing accuracy, provide quality control, and thereby enhance manuscript evaluation, among other possible contributions. It is generally agreed that AI and machine learning tools may become writing assistants if involved in writing tasks. Keywords: Artificial Intelligence, Scientific Writing

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Moussa, Anass, and Hassan Belhiah. "Beyond Syntax: Exploring Moroccan Undergraduate with AI-Assisted Writing." Arab World English Journal 1, no. 1 (2024): 138–55. http://dx.doi.org/10.24093/awej/chatgpt.9.

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Amidst the rapid integration of artificial intelligence into education, this research aims to uncover patterns and themes within student-written assignments, shedding light on the diverse impacts of AI tools on the writing process. This study explores the intricate dynamics of undergraduate EFL learners’ interaction with AI-supported writing tools, focusing specifically on writing. The investigation, guided by questions about student use of AI-supported writing tools and the influence of different tools on writing quality, addresses notable gaps in the existing literature. A quasi-experimental

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Gee, James Paul, and Qing Archer Zhang. "Cybersapien literacy: Integrating AI and human." Phi Delta Kappan 106, no. 3 (2024): 32–38. http://dx.doi.org/10.1177/00317217241295428.

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The landscape of writing is evolving in the era of generative AI. James Paul Gee introduces the concept of “cybersapien writing literacy,” which emphasizes a synergistic partnership between humans and AI. He outlines four essential types of writing and discusses their potential benefits for personal growth, critical thinking, and societal engagement. Integrative writing combines these writing types to foster what Gee calls “expansive cognition.” This vision of writing already exists in out-of-school learning environments like affinity spaces, but schools face challenges when implementing simil

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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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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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Chuks Okolie, Ugo, and Thomastina Nkechi Egbon. "Research in contemporary society: The role of artificial intelligence in academic research writing." Qualitative Research of Business and Social Sciences 2, no. 1 (2024): 27–26. https://doi.org/10.31316/qrobss.v2i1.7166.

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The quality and effectiveness of the academic research writing process could be enhanced by applying artificial intelligence (AI). Researchers can easily and quickly generate precise, well-written, high-quality text using AI algorithms. The role of AI in academic writing has recently been the topic of discussion. Researchers have paid less attention to the importance of AI in academic research writing in developing countries even though it is widely used in academic research writing. AI has become a more significant component of academic writing in recent years. Therefore, this study aimed to

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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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Khup, Vungh Khan, and Brian Bantugan. "Exploring the Impact and Ethical Implications of Integrating AI-Powered Writing Tools in Junior High School English Instruction: Enhancing Creativity, Proficiency, and Academic Outcomes." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 361–78. https://doi.org/10.47772/ijriss.2025.903sedu0022.

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This study examined the impact of AI-powered writing tools, like ChatGPT, on junior high school English instruction. It explored their effects on creativity, writing proficiency, subject matter understanding, and academic outcomes. The research also addressed ethical concerns, including academic integrity, equity, and the development of independent writing skills. A literature review synthesized existing studies to identify gaps, evaluate methodologies, and inform new research. In exploring AI-powered writing tools like ChatGPT in English instruction, the review examined their impact on writin

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Nasution, Bincar, Saiful Anwar Matondang, and Efendi Barus. "ENHANCING STUDENT WRITING HABITS WITH POE AI: A STUDY ON DIGITAL TOOLS FOR ACADEMIC SUCCESS." English Review: Journal of English Education 13, no. 1 (2025): 177–88. https://doi.org/10.25134/erjee.v13i1.10979.

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The advent of advanced AI technologies has opened up new avenues for enhancing the learning process of writing. The present research investigates the potential of Poe AI as an instrument for fostering improved writing habits among students at the university level. This study employs an applied research technique approach to investigate the effectiveness of Poe AI in fostering writing skills, elevating writing quality, and reinforcing writing habits. Data were gathered through observations, interviews, and text analysis from 10 students who utilized Poe AI for a two-month duration. The findings

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Antimisiaris, Demetra, and Patricia W. Slattum. "The Authors Declare the Use of Artificial Intelligence." Senior Care Pharmacist 40, no. 4 (2025): 153–54. https://doi.org/10.4140/tcp.n.2025.153.

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Artificial Intelligence (AI) is rapidly becoming a part of our everyday lives. Scholarly writing is no exception. Writing assistants powered by AI can improve grammar and the structure of a paper as well as facilitate adherence to journalistic standards. AI is used in the creation and the editing phase of professional writing. The role of AI in scholarly writing is advancing quickly, and professional journals like The Senior Care Pharmacist are striving to maintain standards of integrity and ethics in response to the evolving use of AI. Authors are often using AI tools in some phase of their w

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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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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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Dr., Naga Murali Eragamreddy. "The Impact of AI in Creating Writing Skills in English Language Learners." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 03, no. 12 (2024): 1573–86. https://doi.org/10.5281/zenodo.14330962.

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This study explores how undergraduate students' growth of their English writing skills is impacted by artificial intelligence (AI) technologies. This study addresses the key topic of whether AI-assisted writing instruction enhances undergraduate students' positive evaluations of the learning process, reduces anxiety, and improves writing skills as the significance of proficient academic writing grows. The study employed a mixed-methods design with two groups of fifteen University of Sebha, Libya students each: the experimental group and the control group In terms of method, data was obtained t

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Hz, Benni Ichsanda Rahman, Rebecca Evelyn Laiya, Martiman Suazisiwa Sarumaha, and Supiyandi. "Navigating English Writing Proficiency Tests in the Era of Artificial Intelligence." Journal of English Education and Teaching 7, no. 3 (2023): 480–98. http://dx.doi.org/10.33369/jeet.7.3.480-498.

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The establishment and growth of artificial intelligence (AI) technology has sparked tremendous interest in the field of writing skills, as AI writing tools have the potential to assist humans in creating and refining text. The availability of these tools may lead to a reliance on AI in writing, which raises concerns about the potential degradation of writing skills. To that extent, will the writing skill session in English proficiency tests (e.g: TOEFL, IELTS, PTE Academic, TOEIC) be displaced? Utilizing a phenomenological case study, the researcher interviews four experienced test administrat

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Duncanson, Julia. "Supporting L2 Writing Using QuillBot." GATESOL Journal 33, no. 1 (2024): 30–36. http://dx.doi.org/10.52242/gatesol.195.

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As Artificial Intelligence (AI) grows in accessibility and popularity, educators are faced with the challenge to adopt this new form of information disbursement. AI platforms could benefit language learning by providing individual writing support in addition to classroom teacher instructional support. AI platforms could pose risks to student fidelity with AI produced work product. This paper will discuss and exemplify the use of QuillBot, an AI writing platform, that could be used as a teaching and learning tool for second language (L2) writing instruction. By using this technology to plan mea

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Cheong, Yunam. "A Study of the Effectiveness of Student Perception-Based AI Feedback in College Writing Classes." Korean Association of General Education 18, no. 5 (2024): 159–73. http://dx.doi.org/10.46392/kjge.2024.18.5.159.

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This study examined the educational effectiveness of AI-based automated evaluation feedback tools in college writing courses. Amid active discussions on the use of AI in liberal arts education, the study applied AI automated evaluation tools to actual writing classes and analyzed the results. The findings show that AI feedback positively influenced students' motivation for writing and achieved a high level of satisfaction in areas such as spelling, vocabulary, grammar, and expression correction accuracy. AI automated evaluation feedback helps reduce the feedback burden on instructors and assis

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