English Majors’ Perceptions of the Impact of Artificial Intelligence on Academic Essay Writing

Abstract

Artificial Intelligence (AI) tools have a significant impact on students' academic writing processes, pedagogical practices, and overall learning outcomes. While research on AI integration and student perceptions has grown in recent years, few studies have investigated the specific experiences of English majors regarding AI-assisted writing in the context of the Mekong Delta, Vietnam. This study looks into English-majored students' perceptions of the impact of AI tools (such as ChatGPT and Grammarly) on their essay writing, as well as the strategies they use to maintain their authorial voice. The study was conducted at a major university in the Mekong Delta, with 105 English majors participating in survey questionnaires and in-depth interviews. The findings show that English majors typically experience a complex mix of perceptions, valuing AI for its time efficiency and linguistic support, yet expressing concerns about over-reliance and the loss of personal voice owing to the convenience of automated text generation. Participants employed a range of adaptation strategies to manage these challenges, such as critical post-editing and "human-in-the-loop" verification to preserve their writing identity. The study also emphasizes the importance of writing curricula in providing English majors with appropriate Critical AI Literacy skills to help them build professional resilience against technological dependency. The findings add to the current research by shedding light on the unique "efficiency-dependency" paradox that Vietnamese English majors encounter, as well as calling for the inclusion of AI ethics training in higher education programs. This study emphasizes the necessity of developing a balanced approach to technology in order to promote writing efficacy and students' professional identity development.