AI-ASSISTED ASSIGNMENT WRITING: PATTERNS, COMPETENCE, AND ETHICAL AWARENESS
Keywords:
Academic Writing, AI-Assisted Tools, ChatGPT, Constructivist Learning Theory, Ethical Awareness, Grammarly, Quillbot, Technology Acceptance TheoryAbstract
The methods of incorporating the tool of artificially intelligent (AI) into the educational emphasis on higher education have transformed the very process of academic writing with the new opportunities on the one hand and the ethical and pedagogical issues on the other. The current paper will explore the usage patterns, perception, and influence of the AI-powered tool, that is, ChatGPT, Grammarly and Quillbot between BS English students in the international Islamic University, Islamabad (IIUI). It uses the Technology Acceptance Model (TAM) (Davis, 1989) and Constructivist Learning Theory (Piaget, 1952; Vygotsky, 1978) in carrying out the research on the adoption trends, perceived usefulness, ease of use, competence in writing, and ethical awareness among the students. To obtain the needed responses, 30 students of BS English were surveyed using the independent online and structured questionnaire and processed using the descriptive statistics. As it has been found, AI tools have primarily been used with students in whom the tools are meant to produce ideas, correct grammar and spelling, paraphrase information and organize it, with ChatGPT being the most popular. But moral considerations like over dependency, plagiarisms and originality are nevertheless colossal. The article is dedicated to AI tools because they are effective scaffolds that help to learn writing skills and develop them independently as well as emphasizes the importance of using it responsibly. The offered findings suggest that the field of AI technologies should be considered by educators and policy makers as the mean of using it consciously to required improvements in academic writing and developing students as those who can approach learning with greater criticality and technological awareness.
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Copyright (c) 2025 Hania Samar, Sidra Aziz, Hibba Parvez, Kaukab Saba (Author)
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