Generative AI tools have opened a new era with their rapid advancements in language learning models, helping writers produce very engaging writing. Generative artificial intelligence (GenAI) tools have become increasingly prevalent in the realm of education, particularly in academic writing. However, there is a dearth of research exploring the perceptions, practices, and effects of AI in academic writing within the Bangladeshi context. This study aims to examine the causes and impacts of AI tools on students' writing as perceived by English as a Foreign Language (EFL) teachers. Employing a qualitative phenomenological research paradigm, the study conducted semi-structured interviews with EFL teachers. The findings reveal that students' use of AI tools is influenced by linguistic (semantic, syntactic, etc.) and extra-linguistic factors (lack of motivation, involvement, critical thinking skills, etc.), leading to predominantly negative impacts (diminishing creative and critical thinking skill, encouraging academic dishonesty, teaching practices etc.) on the quality of learning and the overall educational landscape. This research also seeks to identify policy implications by offering strategies to reduce students' reliance on AI tools in their academic writing endeavors.

Authors:
Ashrafun Nahar, North South University, Bangladesh

About the Presenter(s)
Ms Ashrafun Nahar is a Lecturer currently teaching composition courses at North South University, Dhaka, Bangladesh. The current project she is working on is how AI is influencing students' academic writing.

Connect on Linkedin
https://www.linkedin.com/in/ashrafun-nahar-79aa2832a/

Connect on ResearchGate
https://www.researchgate.net/profile/Ashrafun-Nahar-7

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