EXPLORING ESL LEARNERS' PERCEPTIONS OF AI-BASED TOOLS IN DEVELOPING WRITING PROFICIENCY AT THE BS LEVEL: A QUALITATIVE RESEARCH

Abstract

This research investigated the experiences, perceptions, and issues of BS-level English as a Second Language (ESL) students in utilizing AI-powered writing tools, i.e., Grammarly, ChatGPT, QuillBot, and others, to help them master academic writing. Adopting a qualitative, phenomenological research paradigm, data collection was done on 250 undergraduate students using open-ended questionnaires. The thematic analysis was adopted to determine the common trends, insightful observations, and common themes in the responses. The analysis uncovered six overarching themes: Perceived Usefulness of AI Tools, Benefits, Limitations and Challenges, User Experiences, Ethical Issues and Recommendations, and AI Tool Patterns of Use. Students stated that AI tools assisted them in enhancing grammar, sentence formation, vocabulary, and coherence. Certain challenges were also highlighted, including issues of accuracy, contextual misinterpretation, danger of plagiarism, and potential overdependence, which might reduce critical thinking and creativity. Ethical concerns were also raised about the rightful extent of AI use. The study concludes that AI tools will best function as supporting learning companions and not as substitutes for intellectual effort or teacher instruction.