<![CDATA[This study investigated the utilization of AI writing assistants by EFL students in constructing the research article introduction section, specifically focusing on the application of Swales’ Create a Research Space (CARS) model. The research aimed to evaluate the extent of AI integration, the rhetorical quality of the introductions, and students’ perceptions of AI-mediated writing. A descriptive qualitative method was employed in this study, involving the analysis of 33 student manuscripts and semi-structured interviews. Data were collected using Turnitin AI detection reports and a rhetorical analysis checklist. The results revealed that while the majority of students demonstrated a strong grasp of establishing a research territory ( Move 1), significant challenges remained in establishing and occupying a niche (Moves 2 and 3). Turnitin analysis indicated that most students utilized AI strategically for linguistic refinement and structural scaffolding, with only a small minority exhibiting high dependence. Furthermore, participants perceived AI as a vital tool for enhancing writing efficiency, coherence, and grammatical accuracy. Based on these findings, it was concluded that AI functions effectively as a pedagogical scaffold that supports systematic writing; however, integrating critical AI literacy is essential to ensure that students maintain authorial agency and avoid uncritical reliance.]]>
Copyrights © 2026
