USING AI Chat GPT POWERED DIGITAL WRITING ASSISTANT IN HIGHER EDUCATION: EFL STUDENT’S PERCEPTION

This study explored EFL students’ perceptions of using AI-powered digital writing assistants, specifically Chat GPT, in academic writing within higher education. With the rapid advancement of technology in 2024, artificial intelligence (AI) tools have become increasingly accessible and are widely integrated into educational settings. The research adopted a mixed-method approach, involving both quantitative and qualitative data collected using questionnaire from 117 students enrolled in academic writing course. The findings reveal that students perceive AI as a highly beneficial tool, especially for improving grammar, sentence construction, vocabulary, paraphrasing, and brainstorming ideas—particularly during the early stages of writing. However, the study also identifies significant concerns, including over-dependence on AI, reduced critical thinking, and the risk of plagiarism due to copying content without proper paraphrasing or citation. Despite these drawbacks, students acknowledge AI as a supportive tool rather than a replacement for their own efforts. The study concludes that while AI enhances writing productivity and learning outcomes, its responsible and ethical use must be emphasized to avoid negative academic implications.