Exploring the Use of AI Applications by EFL Postgraduate Students at the Libyan Academy to Enhance Their Academic Writing Skills

Abstract

The proliferation of artificial intelligence (AI) has impacted various fields, including education. In the context of foreign language (FL) learning, AI tools are increasingly being adopted by both instructors and students to facilitate the teaching and learning processes. This qualitative study explores the utilization of AI tools by English as a Foreign Language (EFL) postgraduate students at the Libyan Academy to enhance their academic writing skills. Data were collected through semi-structured interviews with 10 MA and PhD students in Applied Linguistics and analyzed using thematic analysis. The analysis revealed several key themes: the types of AI tools engaged, perceived benefits, encountered challenges, ethical considerations, and skill development. Findings indicate that students employ a diverse range of AI tools, with levels of dependency varying from limited consultation for specific tasks to heavy reliance for completing various writing assignments. While participants acknowledged significant benefits, particularly in enhancing their writing proficiency, they also reported drawbacks, such as limited access to premium versions of AI applications. The study concludes with recommendations for policymakers, instructors, and students, emphasizing the need for clear institutional guidelines on AI use, initiatives to raise student awareness of its ethical application, and efforts to mitigate challenges that could otherwise passively hinder the development of academic writing skills.