Integrating generative AI into EFL writing: University students’ strategies and perceptions

TLDR

It is suggested that AI is an effective supplementary tool for EFL writing, particularly for idea generation and content refinement, while students maintained a critical awareness of AI limitations and preferred AI as a complement to, rather than a replacement for traditional instruction.

Abstract

This study examined how 59 English as a foreign language (EFL) students utilize generative artificial intelligence (AI) tools in English writing and their perceptions of AI-assisted instruction. Using pre- and post-intervention surveys, the quantitative research measured writing strategies across three dimensions and AI experiences. Results showed significant improvements in idea generation (η² = .08) and content refinement (η² = .09) strategies, with students frequently using translation applications (mean = 4.07) and AI tools (mean = 3.94) in conjunction with traditional resources. However, perceptions of AI tools remained stable (p = .124), indicating consistently positive attitudes. Findings suggest that AI is an effective supplementary tool for EFL writing, particularly for idea generation and content refinement, while students maintained a critical awareness of AI limitations and preferred AI as a complement to, rather than a replacement for traditional instruction. The study supports the balanced integration of AI in EFL curricula, promoting the reflective and ethical use of AI.