Exploring The Effectiveness of Generative AI in Academic Writing Perspectives from EFL Teachers and Learners at Mila University

Abstract

The increasing presence of generative artificial intelligence in academic contexts has sparked ongoing debates about its effectiveness and rational use in writing tasks. In light of the challenges associated with EFL learning, growing attention has been devoted to exploring the efficiency of generative AI tools in academic writing too. This dissertation explores teachers’ and learners’ perspectives regarding the effectiveness of generative AI in academic writing within the EFL context. Accordingly, the study raises the following research questions: 1) How do EFL students use generative artificial intelligence tools when performing academic writing tasks? 2) How do EFL learners perceive the effectiveness of generative artificial intelligence in academic writing? 3) What are EFL teachers’ perspectives regarding the effectiveness of generative artificial intelligence in nhancing EFL learners’ academic writing? 4) What potential drawbacks might generative AI have on students’ written production? For the purpose of achieving the study’s aims and answering the research questions, a mixed methods approach has been adopted. Two questionnaires were administered to 10 teachers and 90 students from the Department of Foreign Languages at El Moudjahid Abdelhafid Boussouf University of Mila. The main findings of the study reveal that both teachers and students hold generally positive views toward the use of generative AI in academic writing. The results further indicate that generative AI is perceived as an effective tool that can facilitate the writing process and support learners’ academic performance. However, articipants also emphasize the importance of responsible, rational, and ethical use in order to avoid verdependence and maintain academic integrity. The research ultimately provides a wealth of ecommendations for pedagogy and future research about the integration of generative AI in EFL academic writing.