EFL Students’ Awareness and Ethical Considerations in Using AI for Academic Writing

Abstract

This study examines EFL students’ awareness and ethical considerations in using Artificial Intelligence (AI) for academic writing. The rapid adoption of AI tools has outpaced students’ understanding of ethical principles such as originality, authorship, and academic integrity, creating an urgent need to explore how students perceive and navigate AI use in their writing practices. This study employed a phenomenological qualitative research design. Data were collected through interviews with twelve EFL students and analyzed using thematic analysis following Braun and Clarke (2021) and Miles, Huberman, and Saldaña (2014), involving open, axial, and selective coding to identify recurring themes. The findings reveal that students predominantly use AI for idea generation, grammar correction, paraphrasing, and essay organization. The majority of participants showed a moderate awareness of ethical issues like plagiarism and overdependence, but their comprehension of ethical boundaries remained limited and was applied inconsistently in practice. Many students attempted responsible use by editing and rewriting AI-generated content, though not universally. While AI was found to improve grammar accuracy and structural organization, it also raised concerns about reduced critical thinking and cognitive dependence. This study came to the conclusion that although AI has significant pedagogical benefits for academic writing in EFL, its effective implementation necessitates institutional support and adequate ethical awareness. Educators are encouraged to establish clear AI use policies, integrate AI literacy into writing instruction, and promote responsible practices that preserve students’ intellectual autonomy and academic integrity.