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All Journal International Journal of Evaluation and Research in Education (IJERE)
Lee, Yong-Jik
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Education

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Implementing AI-integrated English writing: university English language learners writing strategies and perceptions Lee, Yong-Jik; Jeong, Seung-Hoon
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35461

Abstract

This study examines the writing strategies and perceptions of Korean university English language learners (ELLs) regarding the integration of generative artificial intelligence (AI) in their writing process. A total of 85 university students participated by completing surveys and participating in in-depth interviews. The findings indicated that ELLs predominantly employed writing strategies such as brainstorming, translating from their first language (Korean), and using digital tools, particularly translation apps, for revision and feedback. Students perceived AI tools positively, noting significant cognitive and emotional benefits, including enhanced vocabulary, grammar learning, and increased writing confidence. However, ELLs expressed concerns regarding ethical issues, potential dependency on AI, and the risk of reduced human interaction. The study advocates for incorporating generative AI as a supplementary instructional resource within English as a foreign language (EFL) writing education, emphasizing the need for careful instructional design to foster independent critical thinking and effective writing practices. The research offers practical insights for English language teaching (ELT) educators who utilize AI technology to support EFL learners while upholding academic integrity and student autonomy.
University students’ perspectives on integrating generative AI into English language learning Lee, Yong-Jik; Otani, Masashi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35223

Abstract

This study examines university students’ perspectives on integrating artificial intelligence (AI) into their English language learning, with a focus on cognitive and affective factors. Using a mixed method, the research collected quantitative data from surveys and qualitative insights from individual interviews with English language learners (ELLs). Survey results showed that ELLs recognized the technical capabilities of generative AI, particularly its extensive and dynamic database and practical translation functions. ChatGPT demonstrated clear benefits in terms of its emotional impact, including enhancing task efficiency and motivating learners. ELLs appreciated its ability to save time and foster engagement, but its influence on building confidence in language learning was less pronounced. In the cognitive domain, ELLs highlighted both opportunities and risks. While recognizing the potential for improved efficiency, concerns emerged about overreliance on generative AI, reduced independent thinking, and the possibility of facilitating academic dishonesty. Future research should focus on developing guidelines and best practices to maximize the benefits of generative AI tools while addressing their limitations.
Co-Authors Jeong, Seung-Hoon Otani, Masashi