Résumé:
Academic writing is an essential requirement for English as foreign language (EFL) students
to reflect their experiences where they use a different style from other writing. Then the use of
Artificial Intelligent (AI)-powered tools in Academic English is increasing rapidly.
Accordingly, the present study aimed to explore teachers and students’ perspectives towards
the impact of AI tools on academic writing. More precisely, the research investigated AI tools
impact on the quality of academic written works produced by students. Additionally, this
research work had as a goal to uncover drawbacks that students may encounter when
integrating AI tools into Academic Writing. To accomplish the planned objectives of the
present exploration we opted for the quantitative descriptive approach which comprised a data
gathering tool; the questionnaire. A Questionnaire, that probed the perspectives towards
academic writing impacted by AI tools, was delivered to First year Master students of English
language and culture at the University of 8 Mai 1945 (Guelma), and another was administered
to their teachers. Quantitative data gathered from students and teachers’ questionnaires were
collected and then analyzed by SPSS software, version 25. Results highlighted the dual nature
of AI's impact on academic writing. The benefits include improved grammatical accuracy,
enhanced writing efficiency, and greater accessibility for diverse student needs. However,
significant concerns arise regarding plagiarism, reduced creativity, and insufficient
understanding of fundamental writing principles.
