Correlating artificial intelligence and authenticity: EFL students' practice when using ChatGPT in academic writing

this study analyses EFL learners' experiences and strategies when using ChatGPT in academic writing instruction. The paper uses a qualitative case study method with fifty-three EFL learners with different levels of language proficiency. The key findings show that ChatGPT facilitates overcoming uncertainty, clarifying vocabulary and making content suggestions, enhancing essay quality and allowing students to focus on unlocking their creativity. However, the stable balance between AI tools and human reasoning is critical to ensure trustworthiness. The ChatGPT system raises concerns about the validity of academic work, while stressing the need for ethical standards. Its limitations, such as creating overly complex sentences and lack of cultural sensitivity, require mandatory human intervention. Educators are challenged to develop ethical guidelines, focusing on critical thinking and authenticity. Training programmes for lecturers and learners on the responsible implementation of AI are vital. Despite the comprehensive approach, the small sample size limits the possibility of diverse, exhaustive generalization, and reliance on self-collected data introduces potential bias. Future studies should reach larger audiences, include diverse samples, and include objective measures to eliminate bias.

academic writing, EFL students, ChatGPT integration, authentic writing, AI in education