Undergraduate Students’ Perceptions of the Use of AI In an Academic Writing Class
DOI:
https://doi.org/10.29057/lc.v7i13.15441Palabras clave:
IA en EFL, escritura académica, percepciones estudiantilesResumen
In recent years, the integration of Artificial Intelligence (AI) tools in educational contexts has sparked debate regarding their potential to support academic writing, particularly among students learning English as a foreign language (EFL). This study examines the academic writing difficulties experienced by fifth-semester students in the Applied Linguistics for English Language Teaching and Translation program at the Universidad Autónoma de Nuevo León (UANL) and explores their perceptions regarding the use of AI tools to improve their writing skills.
The main objective was to identify the specific challenges these students face in writing and to analyse their attitudes toward AI-assisted writing. A descriptive research design was used, employing a survey with Likert-scale items administered online to a group of 34 students enrolled in an Academic Writing course.
Findings revealed that students experience significant difficulties in the initial stages of writing, such as generating ideas, organizing information, and beginning the writing process. While most participants are familiar with AI tools, their perceptions of these tools' usefulness vary. Some view them as helpful for drafting and correcting grammar, while others express uncertainty due to a lack of formal training.
The study concludes that integrating prewriting strategies into academic writing instruction is essential. Furthermore, the responsible and informed use of AI tools requires explicit pedagogical guidance and institutional policies to support their ethical and effective application in educational settings.
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Derechos de autor 2025 Patricia Delgado Rodríguez, Elizabeth Alvarado Martínez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
