Artificial
Intelligence
(AI)
has
become
a
widespread
tool
in
various
academic
fields,
offering
capabilities
that
range
from
machine
translation
to
automated
content
generation.
However,
the
application
of
AI
composing
papers
is
subjected
inaccuracies,
particularly
adhering
conventional
demands
writing.
Based
on
case
study
methodology,
this
article
examines
limitations
following
key
areas:
rhetorical
moves
for
an
paper,
providing
accurate
citations,
arranging
references
formats
other
than
APA
(unless
specifically
required
do
so),
disclosing
corpora,
databases,
and
source
texts
used
training,
incorporating
contemporary
knowledge,
understanding
cultural
contexts
beyond
Anglophone
sphere,
maintaining
formal
writing
style.
This
emphasises
necessity
human
engagement
ensure
quality,
accuracy,
sensitivity.
IGI Global eBooks,
Год журнала:
2025,
Номер
unknown, С. 329 - 346
Опубликована: Май 8, 2025
When
AI
writing
tools
burst
into
the
scene,
in
beginning
it
was
often
regarded
as
a
tool
to
enhance
abilities
of
writers.
Since
then,
has
gone
through
several
rounds
upgrade
and
even
risen
rank
be
co-author
student
papers.
Although
generated
texts
have
eased
process
certain
degree,
one
can
also
find
their
own
voices
lost
process.
Writing
Centers
provide
an
avenue
for
writers
voice
by
engaging
dialogue
with
tutors.
This
chapter
looks
at
how
our
maintained
integration
tools,
without
abandoning
human
support.
International Journal of Computer-Assisted Language Learning and Teaching,
Год журнала:
2025,
Номер
15(1), С. 1 - 21
Опубликована: Май 12, 2025
This
study
examines
the
impact
of
artificial
intelligence
(AI)-assisted
blended
learning
on
writing
self-efficacy
and
resilience
among
lower
intermediate
English
as
a
foreign
language
learners.
Using
quasi-experimental
design,
it
compares
outcomes
an
experimental
group
using
AI
tools
with
control
receiving
traditional
instruction.
Results
show
enhance
linguistic
accuracy,
performance
self-efficacy,
resilience,
while
methods
effectively
support
self-regulation
metacognitive
growth.
provide
personalized
feedback,
reduce
cognitive
load,
boost
confidence,
expand
vocabulary.
However,
challenges
like
over-reliance
creativity
concerns
emphasize
need
for
balanced
integration
teacher
guidance.
These
findings
highlight
complementary
strengths
pedagogy,
stressing
value
integrating
technological
advancements
reflective
practices
to
optimize
development.
The
research
offers
insights
into
AI's
potential
education
addressing
its
limitations
responsible
effective
use.
Asian Education and Development Studies,
Год журнала:
2025,
Номер
unknown
Опубликована: Май 14, 2025
Purpose
The
study
explores
English
as
Foreign
Language
(EFL)
learners’
experiences
with
ChatGPT
in
classrooms,
focusing
on
its
strengths,
weaknesses,
and
impact
foreign
language
acquisition
among
postgraduate
students.
Design/methodology/approach
used
qualitative
research
methodology,
conducting
semi-structured
interviews
EFL
students
teachers
of
Indonesia.
Convenience
sampling
selected
participants,
MaxQDA
software
helped
identify
recurring
patterns
themes.
Findings
reveals
ChatGPT’s
effectiveness
learning
assessment,
but
also
limitations,
including
a
lack
human
cognitive
abilities
potential
risks
over-reliance
AI
tools
like
academic
integrity
biased
information.
Practical
implications
advises
to
use
practical
medium
or
robot
tutor,
not
replacement
for
instruction.
It
suggests
updating
assessment
methods
researching
interactive,
multimedia-rich
environments,
despite
limitations.
Originality/value
This
the
learning,
application.
highlights
challenges
integrating
into
traditional
teaching
methods,
advocating
balanced
approach
that
balances
strengths
This
study
aimed
to
determine,
investigate,
and
examine
the
integration
of
artificial
intelligence
on
writing
competency
learners
at
Calauag
National
High
School.
The
researcher
know
how
deal
with,
use,
integrate
in
improving
senior
high
learners,
propose
a
policy
intervention
guideline
for
proper
use
that
will
help
policymakers,
educational
leaders,
educators,
students
teaching
learning
process
achieve
academic
success
with
integrity
quality.
A
descriptive
statistics
as
quantitative
design
discourse
analysis
qualitative
were
utilized
gather
data,
testing
activity
plan
interview
questionnaire
serving
main
instrument
data
collection.
conceptualized
each
item
according
research
questions
get
best
possible
answers
needed
this
study.
concluded
difference
competencies
between
using
AI
those
not
is
statistically
significant.
mean
two
groups
2.794,
standard
error
0.51963,
indicating
that,
average,
who
performed
better
their
tasks
by
margin
2.794
points
These
results
strongly
suggest
has
positive
impact
learners'
competency,
used
demonstrated
significantly
higher
performance
compared
did
not.
Abstract
The
recent
advent
of
AI-based
digital
assistants
such
as
ChatGPT
offers
the
potential
for
a
new
tool
in
instructional
“toolbox”
EAP
courses.
We
report
on
retrospective
survey
students’
experiences
using
first-
and
second-year
core
writing
courses
at
continental
European
university.
Students
reported
that
they
saw
social
agent,
had
moderately
fluent
interacting
with
it,
positive
perceptions
an
tool.
Both
self-reported
fluency
interaction
ChatGPT’s
agentic
qualities
were
positively
associated
value
was
less
helpful
than
their
professors,
neither
more
nor
peers.
Implications
instruction
are
discussed.
European Journal of Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 5, 2024
ABSTRACT
With
the
mounting
urgency
to
achieve
a
sustainable
future,
it
is
of
paramount
importance
provide
pre‐service
teachers
with
robust
understanding
de
facto.
The
present
study
investigated
potential
ChatGPT‐supported
educational
technologies
enhance
development
among
20
at
university
during
2023–2024
academic
year.
Over
period
14
weeks
intervention,
participants
employed
ChatGPT
and
Web
2.0
tools
(Pixton)
create
digital
comic
stories
focused
on
goals.
an
explanatory
sequential
mixed‐method
design,
utilising
evaluation
forms,
semi‐structured
interviews,
inferential
statistics
content
analysis.
results
revealed
significant
improvements
in
sustainability
perspectives,
awareness
knowledge,
despite
concerns
about
productivity,
originality
ethical
issues.
Advances in higher education and professional development book series,
Год журнала:
2024,
Номер
unknown, С. 231 - 256
Опубликована: Окт. 3, 2024
The
appearance
of
generative
artificial
intelligence
(AI)
has
led
to
a
paradigm
shift
in
education
worldwide,
positioning
the
Middle
East
and
North
Africa
(MENA)
region
between
traditional
pedagogy
technological
innovations.
To
further
explore
this
region's
educational
practices
with
AI,
chapter
conducted
systematic
review
research
articles
published
2022
2024
on
MENA's
integration
AI
higher
education.
Using
qualitative
thematic
analysis,
four
major
themes
emerged:
positive
perceptions
despite
lack
training,
AI-assisted
pedagogy,
inevitable
innovation
reshaping
norms,
challenges
identified
for
successful
integration.
Despite
adoption
MENA
region,
these
implementations,
still
early
stage,
face
several
that
reflect
complexities
integrating
fraught
contextual
hurdles
accustomed
pedagogical
practices,
especially
under-resourced
contexts.
concludes
implications.
Journal of Information and Knowledge,
Год журнала:
2024,
Номер
unknown, С. 313 - 319
Опубликована: Дек. 3, 2024
Previous
studies
have
shown
that
research
management
tools
can
improve
the
efficiency
of
academic
research.
There
is
a
lack
on
specific
role
AI-driven
literature
mapping
in
enhancing
efficiency.
The
use
has
potential
to
revolutionize
way
conducted.
This
study
aims
investigate
explores
ResearchRabbit
mapping.
described
different
features
Research
Rabbit
which
helps
researcher
streamline
their
process.
Journal of Language and Literature Studies,
Год журнала:
2024,
Номер
4(3), С. 579 - 593
Опубликована: Сен. 11, 2024
The
main
issue
in
improving
academic
writing
skills
English
among
college
students
is
the
difficulty
developing
coherent
and
grammatically
accurate
writing.
aim
of
this
research
to
evaluate
effectiveness
using
AI-based
technology
enhancing
students'
abilities
addressing
gaps
traditional
teaching
methods
that
often
lack
personalized
feedback
due
limited
time.
This
employs
a
mixed-method
approach,
combining
quantitative
pre-experimental
design
qualitative
methods.
study
uses
an
experimental
with
control
groups
consisting
from
classes
1A
1B.
A
pre-test
was
conducted,
followed
by
three
assignments
over
seven
weeks,
group
receiving
AI
feedback.
results
show
significant
improvement
group,
average
scores
increasing
1204
1364,
statistically
difference
(p
<0.05).
Additionally,
also
explores
perceptions
attitudes
towards
tools,
providing
insights
into
acceptance
such
tools
diverse
educational
environments.
It
can
be
concluded
integration
significantly
improves
skills.
instruction
effective
solution
address
challenges
enhance
quality
learning.
recommends
wider
application
education
support
development
