EFL students' perceptions about the benefits and challenges of using AI tools in writing skills at university level

Abstract

This study investigates EFL students’ perceptions of the benefits and challenges of integrating AI tools such as ChatGPT and Grammarly into academic writing. Using a Sequential Explanatory Mixed Methods De-sign, perceptions were measured through a questionnaire (N=50) and further explained with semi-structured interviews. Quantitatively, stu-dents showed strong positive perceptions of benefits (x = 3.90) and moderate concerns about challenges (x = 3.39). The highest-rated bene-fit was AI’s ability to rephrase for clarity and style (x = 4.12), while the strongest challenges were concerns about skill degrada-tion/dependency (x = 3.74) and unnatural-sounding output (x = 3.72). Qualitative analysis revealed three benefit themes. Linguistic and Struc-tural Acceleration, Efficiency and Instant Feedback, and Affective Con-fidence Booster—and three challenge themes: Fear of Skill Degradation and Dependency, Unnatural Voice and Editing Burden, and Managed Ethical Risk. The findings highlight a paradox in which AI enhances quality and efficiency, yet its unnatural output and fears of dependency push students to revise actively to maintain naturalness and preserve their writing skills. The study recommends that educators focus on self-regulatory strategies and critical editing skills in AI-supported academic writing.