Description
Abstract
The integration of artificial intelligence (AI) in academic writing has gained significant traction, particularly with the advent of AI-powered writing assistants such as Wordtune. This study investigates Wordtune’s impact on academic writing skills, focusing on native English speakers and international English as a Foreign Language (EFL) students. A mixed-methods approach was employed, with 209 users participating in an online survey comprising quantitative Likert-scale questions and qualitative open-ended responses. Statistical analysis using SPSS 29 included Mann–Whitney U–tests and chi-square tests of independence, alongside qualitative content analysis. Our results revealed that 61% of participants were non-native English speakers, with international students demonstrating more effective usage of Wordtune compared to native speakers. The tool was frequently used alongside other digital aids like Grammarly, providing both low-order (e.g., grammar improvement) and high-order (e.g., idea generation) benefits. Notably, 73.7% of respondents reported improved writing skills, while 20.5% indicated dependence on the tool. We conclude with pedagogical recommendations for effectively integrating AI writing assistants into academic contexts while at the same time fostering independent skill development. Our findings contribute to the growing literature on AI-assisted writing in higher education and offer insights for educators navigating the rapidly evolving landscape of digital writing tools.