TEACHERS' PERCEPTIONS OF AI-ASSISTED UNDERGRADUATE STUDENT WRITING IN PAKISTAN

Abstract

The increasing use of artificial intelligence (AI) tools in academic writing has reshaped learning and teaching in higher education, particularly in Pakistan, where English is taught as a second language. While these tools offer students immediate feedback and enhanced writing quality, they have also raised concerns of originality, over-reliance and the authenticity of feedback practices. This change raises issues concerning university teachers' understanding of AI-assisted writing and how they adapt their teaching practices accordingly. This research employed a mixed method research approach to critically analyse university teachers' perceptions of providing feedback and their pedagogies in adapting to AI-assisted undergraduate student writing. An explanatory sequential approach is used, starting with quantitative data gathering using a Likert-scale questionnaire of 70 university English language teachers to examine their teaching practices in adapting to AI-assisted writing, followed by qualitative interviews with 20 English language teachers to gain insights into teachers’ perspectives. This study was guided by Self-determination theory (SDT) and Technology Acceptance Model (TAM). The findings revealed that teachers recognized both the benefits and the limitations of AI tools. They acknowledged the usefulness of AI tools in improving language accuracy but expressed concerns about students’ overdependence on these tools which risked undermining authentic learning and critical thinking and challenges in assessing AI-generated content. Teachers expressed a strong need for institutional guidelines, training and pedagogical strategies that ensure responsible AI use while fostering students’ independent writing abilities.