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Findings show strong agreement on benefits such as idea generation, outlining, grammar and spell-check improvements, and time savings, alongside concerns about reliability, contextual accuracy, and ethical issues.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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use of AI tools in English academic writing by Saudi undergraduates  \nBurhan Ozfidan 1,2  \n 0000-0002-2098-3409  \nDina Abdel Salam El-Dakhs 2*  \n 0000-0003-2943-987X  \nLama Adel Alsalim 2  \n 0009-0009-9794-9442  \n1 Florida Gulf Coast University, Fort Myers, FL, USA  \n2 Prince Sultan University, Riyadh, SAUDI ARABIA  \n* Corresponding author: [ddakhs@psu.edu.sa](ddakhs@psu.edu.sa)  \nCitation: Ozfidan, B., El-Dakhs, D. A. S., & Alsalim, L. A. (2024) . The use of AI tools in English academic writing by Saudi undergraduates. Contemporary Educational Technology, 16(4), ep527. [https://doi.org/10.30935/cedtech/15013](https://doi.org/10.30935/cedtech/15013)  \nARTICLE INFO ABSTRACT  \n\n| Received: 27 Jun 2024\u003Cbr>Accepted: 4 Aug 2024 | This study explores Saudi undergraduate students’ perceptions of artificial intelligence (AI) tools in academic writing. Despite extensive research on AI in higher education, there is limited focus on academic writing, especially in the Saudi context. A survey of 189 students, proficient in English and enrolled in freshmen academic writing courses, was conducted. The students frequently used ChatGPT, Grammarly, and Google Translate. Exploratory factor analysis identified two factors: “instructional support of AI tools” and “instructional practices of AI tools,”explaining 55.302% of the variance. Descriptive analysis revealed strong student agreement on AI tools’ benefits, including idea generation, outline preparation, grammar and spell-check improvements, and time-saving. However, concerns about reliability, contextual accuracy, and ethical implications were noted. The study indicates the need for proper training and clear guidelines to make the most of AI in academic writing. The participants, in various responses, indicated how AI helps develop their writing accuracy and come up with new ideas although some participants worry about relying too much on technology. The study recommends that AI tools can be very helpful, but we need to use them thoughtfully to cater to different student experiences and concerns.\u003Cbr>Keywords: AI tools, academic writing, undergraduate students |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe artificial intelligence (AI) has largely influenced many fields, particularly the field of education (e.g., Imran & Almusharraf, 2023, 2024; Lange & Costley, 2020). Among the many applications of AI, tools designed to help in academic writing have increased prominence. These AI tools are especially helpful for undergraduate students who are still developing their writing skills because they provide features like grammar checking, plagiarism detection, and even article generation. AI in academic writing has the ability to improve student work quality and expedite the writing process. However, the attitudes and opinions of the students who use these tools will determine their acceptability and efficacy. In order to better understand undergraduate students’ opinions of AI tools for academic writing, this study will examine how undergraduate students in Saudi Arabia perceive these tools’ overall usefulness, usability, and impact on the writing process. To make sure that these technologies are effectively supporting student learning and skill development, educators and tool makers must have a thorough understanding of these views.  \nLITERATURE REVIEW  \nSeveral studies have explored the perceptions of both students and instructors of the use of AI tools in higher education (e.g., Almaraz-López et al., 2023; Chan & Hu, 2023; Dempere et al., 2023), in general, and in language education (e.g., Irwin, 2024; Widianingtyas et al., 2023; Zimotti et al., 2024), in particular. However, much fewer studies have focused on the academic writing classes in higher education. This is an area that is worthy of extensive attention because academic writing is a conspicuously daunting task for universit","cbCaitsRBzMrygcL","https://ap.wps.com/l/cbCaitsRBzMrygcL","pdf",253169,13,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study investigates how Saudi undergraduate students perceive the overall usefulness, usability, and impact of AI tools on their academic writing process.\"},{\"question\":\"Which AI tools did students report using most frequently?\",\"answer\":\"Students frequently used ChatGPT, Grammarly, and Google Translate for academic writing tasks.\"},{\"question\":\"What concerns do students have about using AI tools in academic writing?\",\"answer\":\"Students noted concerns about reliability, contextual accuracy, and ethical implications, including worry about relying too much on technology.\"}]","The use of AI tools in English academic writing by Saudi undergraduates | PDF",1792090604,33]