Aug 2026· Frontiers in Education· Vol 11· 0 citations· 36 references
TL;DR
To investigate AI use in undergraduate education and understand students' perceptions of its impact on their writing, two consecutive writing assignments that incorporated AI-assisted revisions in a large-enrollment general education course are designed and implemented.
Abstract
Although artificial intelligence (AI), particularly generative AI, poses challenges related to potential misuse in education, it also offers an opportunity to improve students' writing and revision skills when thoughtfully integrated as a pedagogical resource. To investigate AI use in undergraduate education and understand students' perceptions of its impact on their writing, we designed and implemented two consecutive writing assignments that incorporated AI-assisted revisions in a large-enrollment general education (GE) course.
For each assignment, students were required to compose an initial draft without AI assistance to promote critical thinking and writing proficiency. They then used AI tools of their choice to revise the drafts with the goal of improving grammar, clarity, and coherence. Assignment grading was based mainly on the initial drafts, and feedback was provided by the instructor and the teaching assistant to support students' learning. In addition, students completed reflection questions about their experiences with AI, particularly its effects on their writing process and outcomes.
These reflections provided insights into how students selected and engaged with AI tools during the revision process as well as how they perceived the role of AI in assisting their writing development.
By preserving traditional writing practices and strategically integrating AI-assisted revisions, this study can potentially inform pedagogical strategies that enhance student writing experience while maintaining academic integrity.
The integration of artificial intelligence (AI) technology into education has become increasingly important in supporting the writing proficiency of non-English major students in English for Specific Purposes (ESP) courses. This study investigates the effectiveness of ChatGPT in improving the clarity, coherence, and grammatical accuracy of students’ writing drafts. Employing a quasi-experimental design, the study examined differences in learning outcomes between a ChatGPT-assisted class (experimental group) and a traditionally taught class (control group). Data were collected through writing draft assessments, participant surveys, and interviews. The findings indicate that the experimental group demonstrated a significant improvement in writing performance, particularly in organizing and presenting ideas clearly and coherently. Furthermore, the personalized guidance provided by ChatGPT contributed to students’ learning autonomy and self-confidence. These findings highlight the potential of ChatGPT as a supportive tool for language learning while emphasizing the continued role of lecturers in validating recommendations generated by AI systems. Future research is encouraged to explore AI-assisted writing in more specialized disciplinary contexts and to investigate its long-term effects on students’ learning retention and writing development.
Rachmat Ari Wibowo· English Language and Educati...· 0 citations
The growing integration of artificial intelligence in programming education has led to the adoption of AI-assisted grading and feedback systems in large-enrollment courses. This study examines students’ perceptions of Gradify, an AI-assisted autograding platform with optional AI-generated feedback, deployed in a second-year undergraduate course (Advanced Object-Oriented Programming). An anonymous end-of-term survey was administered to the enrolled students. Findings indicate that students primarily used AI-generated feedback as an early-stage debugging aid to interpret failed test cases and refine implementations. While many reported improved debugging efficiency and solution quality, perceptions of its contribution to deeper conceptual understanding were mixed. Trust in AI feedback was conditional and influenced by concerns about occasional inaccuracies. Students were mostly comfortable with automated grading when paired with human oversight, particularly for open-ended assessments. Overall, AI-assisted grading was viewed as a supportive tool rather than a replacement for instructor judgment.
Awais Aziz, Marzieh Ahmadzadeh· Proceedings of the Canadian...· 0 citations
It is suggested that AI can enhance drafting, revision, and feedback processes, improving coherence, metacognition, and writing confidence, however, these benefits are accompanied by persistent concerns regarding ethical ambiguity, inconsistent policy guidance, and insufficient faculty training.
Samira Dichari, Fadi Jaber· Journal of Education and Tra...· 0 citations
The growing use of artificial intelligence in language learning has encouraged the development of digital tools that support academic writing, and Grammarly is one of the most widely used applications. This study explored EFL students’ perceptions of Grammarly as an AI-assisted writing tool in academic writing. A qualitative case study was conducted with seventeen fourth-semester students from the English Language Education Study Program at Universitas PGRI Ronggolawe Tuban during the 2025/2026 academic year. Data were collected through classroom observation, questionnaires, and semi-structured interviews, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that students generally perceived Grammarly positively because it helped them identify grammatical errors, improve sentence structure, and revise writing more efficiently. Grammarly also increased students’ confidence and supported more independent learning through immediate feedback. However, participants also reported several challenges, including inaccurate suggestions, dependence on internet connectivity, and the need to evaluate AI-generated feedback critically. The study concludes that Grammarly is a useful complementary tool that should support, not replace, instructors’ guidance. Integrating Grammarly into EFL writing instruction with appropriate pedagogical support may help improve students’ academic writing skills and promote learner autonomy.
The integration of Artificial Intelligence (AI) tools in writing instruction has garnered widespread attention; however, empirical evidence on the actual quality of student writing produced with AI assistance remains limited. This study aims to examine students' writing ability in AI-assisted writing products. This research employed a qualitative case study design. Data were collected through document analysis of narrative texts from five Grade XII students at SMAN 12 Sinjai, Indonesia. The analysis was conducted using Brown’s (2018) five-component framework, assessing content, organization, grammar, mechanics, and style. The findings revealed that students’ writing ability in AI-assisted contexts remains predominantly low. Only two students demonstrated Moderate ability, while the rest showed Poor ability across multiple components. Specific deficiencies included extreme repetition in content, lack of logical flow in organization, pervasive past tense errors in grammar, missing punctuation in mechanics, and severely limited vocabulary in style. The study concludes that a fundamental disconnect exists between AI use and writing quality, as students lack the foundational knowledge necessary to utilize AI tools effectively. These findings suggest that AI integration alone does not guarantee improved writing outcomes without corresponding foundational skill development.
Ulfa Haera, Andi Anto Patak, Vivit Rosmayanti· International Journal of Lan...· 0 citations
A new method, called CW-Net, translates the reasoning process of an autonomous vehicle’s AI system into understandable concepts that explain its behavior.