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Description
This study investigates the use of AI to support English writing among English-major students at UFLS, UDN, focusing on usage practices, perceived impacts, challenges, and students’ attitudes toward AI. A quantitative survey method using a structured questionnaire was employed to collect data from 200 English-majors students currently studying at universities at UFLS, UDN. The survey covered the extent and methods of AI tool usage in English writing, AI-assisted writing activities, the impact of AI on writing proficiency, as well as the benefits, difficulties, and students’ perspectives regarding AI application in their studies. In addition, the research team also examined issues related to AI reliability, academic ethics, and data security during use. At the same time, the study analyzes students' needs and expectations regarding AI tools to more effectively support the English writing process within the higher education context. The study aims to provide an empirical basis for integrating AI into English writing instruction and to propose directions for using AI effectively, responsibly, and in alignment with academic integrity principles in higher education.
