GenAI as a Toolkit for English Academic Writing among International Business Students

Abstract

Generative Artificial Intelligence (GenAI) is increasingly integrated into academic writing globally, but its impact on international students in ASEAN contexts, particularly those facing unique linguistic and cultural challenges, remains understudied. Addressing this gap, this study explores how international business students in Thailand utilize generative AI in English academic writing and examines the challenges they encounter. Using a qualitative narrative inquiry approach, data were collected at the conclusion of a 16-week writing course through narrative frames and follow-up interviews with a subset of students. The study encompassed 43 participants from diverse national backgrounds, including Myanmar, Cambodia, China, Japan, Vietnam, the Philippines, Russia, India, Sweden, and South Korea. Thematic analysis revealed that students used generative AI primarily for data acquisition, idea generation, linguistic refinement, and structural assistance, which supported their writing processes by facilitating data retrieval and offering inspiration. Nonetheless, students also reported significant challenges, including over-reliance on AI that potentially undermines critical thinking, ethical concerns about academic integrity, and limitations of AI in adapting to cultural and linguistic nuances. Findings suggest that although generative AI offers substantial benefits, effective use requires strategies to mitigate dependency and ensure ethical and contextually sensitive application, accentuating the need for AI literacy and institutional guidelines.

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