EFL STUDENTS’ ACADEMIC WRITING CHALLENGES AND THEIR GENAI DEPLOYMENT STRATEGIES FOR WRITING: A COMPARATIVE CASE STUDY OF INDIVIDUAL DIFFERENCE IN ACADEMIC LEVELS

Abstract

The rise of GenAI has transformed language learning, providing EFL students with advanced tools to support academic writing. Platforms such as Gemini and ChatGPT offer real-time feedback, grammar correction, and content suggestions. Despite these developments, limited research has explored how EFL students at different academic levels experience writing challenges and deploy GenAI to address them.This case study investigates the academic writing difficulties encountered by first-year and third-year EFL students at Can Tho University and examines their strategies for using GenAI to overcome these challenges. A qualitative research design was employed, involving semi-structured interviews with eight participants, four from each academic level. The findings reveal clear differences in both the nature of the writing challenges and the ways students engage with GenAI tools. First-year students struggle mainly with basic language use and organization, often relying passively on GenAI for grammar and vocabulary support. In contrast, third-year students face more complex issues such as argument development and academic tone and tend to use GenAI more critically and strategically, incorporating it into a reflective writing process.Both groups acknowledge GenAI’s benefits but also express concerns about its limitations, including occasional inaccuracies, awkward phrasing, and the potential for over-reliance. The study highlights a developmental trajectory in GenAI usage, suggesting that as students progress academically, their engagement with GenAI becomes more selective and skill-enhancing.These insights contribute to the evolving understanding of GenAI in language education, emphasizing the importance of tailored instructional support. The findings offer practical implications for educators, curriculum designers, and technology developers aiming to foster responsible and effective use of GenAI in academic writing.