Students’ Experiences with AI Writing Assistants in English Language Learning: A Phenomenological Study

Abstract

This study explored the experiences of BSED-English students in using artificial intelligence writing assistants for English language learning. Using a qualitative phenomenological design, data were gathered from fourteen English major students through in-depth interviews and a focus group discussion. The inquiry focused on three areas: students’ experiences with AI writing assistants, the coping mechanisms they used when they encountered challenges, and the insights they developed from using these tools in academic and language-learning tasks. Findings showed that students used AI writing assistants to support sentence construction, essay development, paraphrasing, grammar and punctuation checking, vocabulary improvement, and the preparation of academic and formal writing tasks. Participants perceived these tools as accessible and useful sources of immediate feedback, writing guidance, and language support. However, they also reported concerns related to limited access to complete information, inconsistent or uncertain responses, difficult or outdated vocabulary, possible unintentional plagiarism, misinterpretation of meaning, and the lack of human tone or emotional depth in AI-generated outputs. To address these challenges, students used multiple AI tools and online resources, reworded prompts, paraphrased generated responses, consulted other learning materials, evaluated AI outputs, and applied critical thinking. The participants emphasised that AI writing assistants can support English language learning when used responsibly, but they should not replace independent thinking, originality, writing practice, and careful judgement. The study suggests that AI writing assistants may serve as supplementary tools in language learning when students are guided to use them ethically, critically, and reflectively.