AI use in writing Assignments: A case study of EFL learners at Takhar University

Abstract

Artificial intelligence (AI) has permeated nearly every aspect of our lives, playing a crucial role in academic writing. Although the use of AI by university students has become a common practice, few studies have specifically examined the extent and conditions of AI use in writing tasks among EFL students in a single university context. Therefore, this study focuses on the extent and conditions of AI use in writing tasks by EFL students at Takhar University. A quantitative research method was employed using a survey questionnaire containing 20 close-ended statements with 110 EFL students from freshmen to seniors. The study aimed to determine the extent of AI use in writing tasks and identify the conditions under which students use AI. The findings reveal that over 90% of students utilized AI across various writing tasks, including generating ideas, creating outlines, avoiding time-consuming work, and correcting grammar and spelling. Students reported using AI especially when faced with language barriers, overwhelming workloads, or when they felt uncomfortable seeking help from teachers. Based on these results, AI can be considered an unavoidable phenomenon in academic contexts, particularly in the field of writing. The findings could be beneficial and informative for teachers, university officials, policymakers, faculty members, and other pedagogical in-charges. Therefore, they should establish specific and comprehensive guidelines for appropriate AI use and develop short- and long-term educational programs to enhance AI literacy among students. This study is limited to one university, and future research could use qualitative methods to investigate teachers’ perspectives across the country.

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