Writing with AI: ESL Undergraduates’ Use of Artificial Intelligence in Academic Writing

Abstract

The rapid integration of artificial intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot reflects the growing role of digital technologies in transforming language learning and academic writing practices. In line with the broader shift toward technology-enhanced learning, this study examines how English as a Second Language (ESL) undergraduates use AI tools in academic writing and explores their perceptions of AI-assisted learning. A group of ESL undergraduate students participated in a post-task survey after using AI tools to complete academic writing assignments. The study investigates patterns of AI use across different stages of the writing process, namely pre-writing, drafting, and revision, and evaluates students’ perceptions in terms of usefulness, ease of use, writing confidence, and learner autonomy. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed thematically. The findings indicate that AI tools are primarily used for idea generation, language support, and grammatical improvement, especially during drafting and revision. Students reported increased efficiency and confidence, although varying levels of dependence were also observed. While most participants viewed AI as a valuable learning aid, concerns regarding overdependence, reduced originality, and academic integrity were also identified. Importantly, students tended to conceptualise AI as a writing partner rather than a replacement for human effort. Grounded in the Technology Acceptance Model (TAM) and Self-Regulated Learning (SRL) theory, the study highlights how perceived usefulness and perceived ease of use influence AI adoption, while learner autonomy mediates responsible engagement with AI tools. The findings suggest that AI-assisted writing, when pedagogically scaffolded, can enhance ESL learners’ writing development without undermining independent learning. The study offers practical implications for integrating AI tools ethically and effectively in ESL writing instruction.