Work

Academic Writing with AI: Iraqi EFL Learners’ Perceptions

Year: 2025

Type: article

Abstract: This study explores the perceptions of intermediate and advanced Iraqi EFL students regarding autonomy and learner identity when using AI tools for writing development. AI tools provide students with immediate feedback on grammar, structure, and clarity, promoting self-reliant learning. While these technologies offer significant benefits, there are concerns about overreliance on AI, potentially undermining students' sense of ownership over their learning and writing progress. Through semi-structured interviews with 30 Iraqi students, the study examines how AI tools impact their perceptions of autonomy and evolving learner identities across proficiency levels. The findings reveal that AI tools support writing improvement, but students express divergent views on whether AI promotes true autonomy or fosters dependency. Advanced students tend to view AI as a supplement to existing skills, while intermediate students often rely more heavily on AI for guidance. This research highlights the complex relationship between AI usage, autonomy, and identity in language learning.

Source: Journal of English Language Teaching and Education (JELTE)

DOI: 10.82531/202508311216553

Authors: Kareem Aghab al Lami, Reyasah, Karimi, Fatemeh, Gittan Jewad, Hamid, Ghapanchi, Zargham

Institutions: Islamic Azad University, Isfahan, University of Kerbala, Ferdowsi University of Mashhad

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W7082642851

FWCI:

Cites:

Cited by:

Related to: