Navigating ethics: EFL learners’ awareness and use of AI tools in writing classes

Abstract

The rapid integration of artificial intelligence tools into language teaching has transformed English as a Foreign Language learners’ approach to writing skills. Some of these tools scaffold their linguistic accuracy, idea generation, and revisions. However, their use also introduces complex ethical dilemmas regarding authorship, originality, and academic integrity. We investigate the ethical awareness and behavioral patterns of 162 Turkish EFL university learners in relation to AI-assisted writing in this mixed-methods study. Two validated survey instruments and thematic analysis of written open-ended responses are used to examine how they perceive ethical risks, the extent to which they revise or disclose AI-generated content, and how variables such as proficiency level and prior instruction in academic integrity influence ethical decision-making. The quantitative findings indicate that EFL learners generally hold favorable perceptions of the pedagogical benefits offered by AI-assisted writing tools. However, the results also show only moderate levels of ethical awareness. With frequent users, a higher tendency toward nondisclosure and overreliance on AI-generated content was exhibited. Analysis of the open-ended responses showed that many participants expressed uncertainty regarding what constitutes acceptable use of AI tools. Furthermore, several of them also reported feelings of guilt and moral tension about their practices. The results of this study thus demonstrate the significance of integrating explicit instruction on the ethical use of AI tools. This study thus offers timely empirical insight into how EFL students interact with emerging technologies and provides actionable implications for enhancing pedagogical design, institutional policy, and digital literacy initiatives in language education contexts.

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