Libyan EFL Student-Teachers’ Engagement with Different AI Tools in Academic Writing: Exploring their Usage Purposes and Drivers of Reliance

Abstract

Academic writing challenges have driven many EFL students to utilize artificial intelligence (AI) tools into their academic writing process. Review of currently published research showed that studies on the utilization of AI tools in academic writing is expanding. However, studies that explored EFL student-teachers’ utilization of AI tools seemed to be limited. Thus, this study aimed to identify the types of AI tools used by Libyan EFL student-teachers in their academic writing process, investigate their primary purposes and frequency of utilization, and explore the driving factors for their reliance on AI tools. Mixed methods design was the chosen research design. The participants were fifty student-teachers who were either taking the Academic Writing course or in the process of writing their graduation research project. Data were collected through focus groups and questionnaires. Data were analyzed quantitatively and qualitatively in two phases: statistical analysis and thematic analysis. Findings revealed that ninety-eight percent of the student-teachers admitted using AI throughout their writing process for various purposes. ChatGPT is the dominant AI tool that was used by 86% of them. Their most frequent uses were for checking spelling and grammar, searching for sources, and paraphrasing and citations. The primary purposes for using AI tools were generating ideas, and enhancing vocabulary and grammar.  The factors driving their reliance on AI tools were desire for better grades, time constraints, and reducing plagiarism. These findings invite scholars interested in AI integration into academic writing to investigate student-teachers’ successful integration, ethics of integration, and their written final drafts.