<![CDATA[The increasing use of ChatGPT has influenced how EFL students approach academic writing. This study explores EFL students’ experiences of using ChatGPT as a writing assistant and how they respond to AI-generated suggestions. A qualitative case study design was employed with EFL students who had experience using ChatGPT for academic writing. Data were collected through semi-structured interviews and supporting writing materials and were analyzed using thematic analysis. The findings show that students used ChatGPT to support their writing while actively deciding whether to accept, modify, verify, or reject its suggestions. The experience also revealed a tension between the convenience of AI assistance and the need for independent judgment. The study implies that EFL writing instruction should promote responsible AI use by strengthening students’ ability to evaluate AI-generated content and maintain agency in their writing.]]>
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