Résumé:
The current study investigates English as a foreign language (EFL) students’ attitudes toward
the potential of Artificial Intelligence (AI) writing-assisting tools in enhancing their academic
writing. Thus, the present research assumes that EFL students perceive AI writing assisting
tools' potential on their academic writing level either negatively or positively. A hybrid
approach descriptive-exploratory was used, where a survey questionnaire was adopted as a
data-gathering tool to test this hypothesis and achieve the research objectives. It was distributed
to (231) students out of (321) population of both Master one and Master two students of English
at the Department of Letter and Languages, university of 08 May 1945-Guelma. The findings
revealed that when the majority used the AI-powered writing assisting tools, favorable
outcomes were yielded in improving their written products, and they positively reacted to these
tools' potential to enhance their academic writing. While also exhibited limitations and
drawbacks in maintaining ethical and accurate pieces of writing, affecting their creativity and
self-dependence, which made students show some negative concerns about these tools’
potential. As a result, it has been suggested to use the AI writing assisting tools simultaneously
during the writing process following certain guidelines to preserve the creativity and originality
of the writing. Furthermore, some recommendations were proposed to streamline the usage of
AI writing-assisting tools in the process of teaching and learning.
