A QUALITATIVE STUDY OF TEACHERS & STUDENTS’ PERSPECTIVES ON AI-ASSISTED ACADEMIC WRITING

Abstract

The use of AI tools has opened exciting features such as grammar checkers, personalized learning platforms, and content generation applications, helping to address gaps in English proficiency, particularly in writing and independent learning, which can enhance educational outcomes through immediate feedback. This qualitative study examines the views of teachers and students on the use of AI-assisted tools in academic writing, focusing on both the challenges and opportunities they present. Through semi-structured interviews and focus group discussions, the research collected a range of insights from seven teachers and five students who regularly use AI tools in their writing. The findings indicate that while AI tools improve writing efficiency and offer useful feedback, they also raise concerns about academic integrity, creativity, and the cultivation of critical thinking skills. The study highlights the need to balance AI support with individual writing style and voice, as well as the necessity for ethical guidelines to regulate AI use in educational contexts. Overall, this research enhances our understanding of AI's impact on academic writing and provides recommendations for educators and institutions to effectively address the challenges and opportunities posed by AI technologies in education, while developing policies that tackle issues of academic dishonesty and the improper use of AI, fostering productive engagement with learners and supporting the achievement of learning goals.