Presentation AI Authorship and English Writing Teaching: Delving into Students’ Use of Gen-AI Tools Based on the “AI-Use Disclosure Form” more

Utilizing artificial intelligence (AI)-assisted writing tools has become increasingly common in students’ writing. This study investigates students’ actual usage of AI in academic English writing based on the results of “AI Use Disclosure,” a Google Form questionnaire, to challenge AI authorship and seek effective instruction. The questionnaire was administered to 21 undergraduates in an online US university’s academic writing class in 2024. Numerical results were analyzed statistically, and students’ descriptions were interpreted using non-coding thematic analysis. The findings showed that students used various generative AI (GenAI) tools to understand assignment prompts, brainstorm ideas, gather information, proofread, and edit grammar. These decreased significant language mistakes but increased arguments lacking originality and uniqueness. Furthermore, some students' topics were quite similar, and discussions often ended with general conclusions. It is a concern that students failing to engage in such writing processes themselves may decline their academic writing ability. Most notably, despite GenAI having significantly changed their writing from the original, students still believed that using GenAI did not infringe on their authorship of assignments. This study clarifies the students’ AI use in writing, which will help teachers coach students with over-AI dependence and improve the English writing instruction and assignment evaluation procedure.