Use of AI tools in written assignments: English students’ perceptions

Teoh, Yi Jun (2025) Use of AI tools in written assignments: English students’ perceptions. Final Year Project, UTAR.

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Abstract

The rapid growth of artificial intelligence (AI) tools has changed the way students write in higher education. This study examined UTAR English students’ perceptions of using AI tools in their written assignments. It adopted a quantitative research design and collected data through questionnaire adapted from previous research. A total of 80 students from English Education (ED) and English Language (EL) programmes participated. The findings showed that students held positive perceptions towards AI tools. They found these tools useful, easy to use and effective for their writing tasks. Besides, they believed that AI tools improved writing quality, increased efficiency and supported grammar and vocabulary development. However, they also expressed concerns about inaccurate information, reduced critical thinking and academic dishonesty. The study answered both research questions and confirmed that AI tools bring both benefits and risks to writing performance. It also offered new insights by focusing on Malaysian English students, various AI tools and their writing performance, which past studies rarely explored. The implications highlight the need for AI literacy and clear institutional guidelines to ensure ethical and responsible use.

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