The Transformative Impact of AI-Powered Tools on Academic Writing: Perspectives of EFL University Students

  •  Abir Sabry Mohamed Selim    


In today’s global context, EFL learners face the challenge of mastering a new language and academic writing, especially in higher education. The study investigates how AI transforms university-level EFL students’ academic writing skills, aiming to revolutionize their approach to written language for academic success despite language barriers. Using a mixed-methods approach, this study investigates the perspectives of fifty first-year female students at Al-Baha University, Saudi Arabia, during the 2023–2024 academic year, employing both qualitative and quantitative data analysis. Using a 5-point Likert-type questionnaire and Zoom interviews, the study clarifies EFL students’ perceptions of AI writing tools. Results from the questionnaire highlight the active usage of tools such as Grammarly and GPT-3 among students. Students favor the integration AI tools into coursework, although the level of support from instructors varies. EFL students see the positive impact on writing quality but remain unsure about confidence improvement. Interviews reveal diverse tool usage, with Grammarly and ChatGPT notably favored for their adaptability and cost-free nature. The study supports integrating AI writing tools into EFL university education, emphasizing benefits such as enhanced writing quality, time efficiency, and bolstered academic integrity. The paper highlights AI’s significant impact on EFL university students’ writing skills in today’s digitally reliant world where English holds key communication importance. It underscores AI-powered tools as valuable complements to conventional writing skills, emphasizing equitable access, guidance, and collaboration between AI and educators. The study suggests strategies for creating dynamic, tech-driven learning settings that empower EFL students in their writing tasks and academic endeavors.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1923-869X
  • ISSN(Online): 1923-8703
  • Started: 2011
  • Frequency: bimonthly

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