Exploring the Use of AI in Academic Writing: A Descriptive Qualitative Study of EFL Undergraduate Students

Abstract

The rapid development of artificial intelligence (AI) has introduced new possibilities for supporting academic writing, particularly among English as a Foreign Language (EFL) learners. This study aims to explore undergraduate EFL students’ experiences of using AI tools in academic writing and to identify the perceived benefits and challenges associated with AI-assisted writing practices. A qualitative research design was employed, using semi-structured interviews with undergraduate EFL students to collect data regarding their experiences, perceptions, and practices in using AI for writing tasks. The findings revealed three major benefits of AI use in academic writing: (1) grammar and vocabulary support, (2) time-saving and increased writing efficiency, and (3) improvement of writing quality. Participants reported that AI tools, particularly ChatGPT, helped them improve grammatical accuracy, expand academic vocabulary, organize ideas, and produce more coherent and structured texts. Additionally, AI was perceived as an effective tool for accelerating the writing process by providing immediate feedback and suggestions during drafting and revision stages. However, the findings also revealed concerns regarding overreliance on AI, particularly its potential to reduce students’ independent thinking, creativity, and critical engagement with the writing process. The study concludes that AI can function as a valuable learning partner in EFL academic writing when used appropriately and critically. Therefore, effective AI integration requires guidance from educators to promote responsible use, academic integrity, and students’ autonomy as writers. This study contributes to the growing discussion of AI-assisted language learning by highlighting both the opportunities and challenges of incorporating generative AI into EFL writing education.