<![CDATA[This study investigates how English as a Foreign Language (EFL) students perceive AI-assisted writing tools and describe their writing-related decision-making when using them. A sequential explanatory mixed-methods design involved 33 undergraduate students in an English Language Education program. Data came from a 25-item questionnaire and follow-up semi-structured interviews with seven students. Questionnaire responses were summarized using frequencies and mean scores, while interview accounts were examined through thematic analysis organized around five dimensions: perceived usefulness, perceived ease of use, learner control, strategic selection and use of AI, and self-evaluation and subsequent decision-making. The results were positive across all five dimensions. Writing Autonomy had the highest mean (4.539), while Perceived Ease of Use had the lowest (4.067). Students reported using AI to develop ideas, search for information, improve grammar, organize writing, and address particular writing problems. The interviews also showed variation in learner control, from comparing and adapting AI suggestions to copying and heavy reliance on the technology. Overall, the findings indicate that AI assistance can coexist with autonomy-related writing practices when students continue to evaluate suggestions and retain responsibility for final writing decisions.]]>
Copyrights © 2026
