Investigating Iraqi EFL Learners' Perceptions of AI- Supported Writing Task: The Mediating Role of Language Proficeincy

الموضوعات : Journal of Studies in Learning and Teaching English

Reyasah Kareem Adhab al Lami ¹ , Fatemeh Karimi ² , Hamid Gittan Jewad Alchlaihwi ³ , Zargham Ghapanchi ⁴

1 - Department of English, Isf. C., Islamic Azad University, Isfahan, Iran
2 - Department of English, Isf. C., Islamic Azad University, Isfahan, Iran
3 - University of Kerbala, Department of English Language, College of Education for Humanities, Kerbala, Iraq
4 - Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran.

تاريخ الإرسال : 16 الأحد , صفر, 1447 تاريخ التأكيد : 23 الإثنين , ربيع الأول, 1447 تاريخ الإصدار : 21 السبت , ربيع الأول, 1447

الکلمات المفتاحية: Investigating Iraqi EFL Learners' Perceptions of AI- Supported Writing Task: The Mediating Role of Language Proficeincy,

ملخص المقالة :

This study explores the perceptions of intermediate and advanced Iraqi EFL students regarding autonomy and learner identity when using AI tools for writing development. AI tools provide students with immediate feedback on grammar, structure, and clarity, promoting self-reliant learning. While these technologies offer significant benefits, there are concerns about overreliance on AI, potentially undermining students' sense of ownership over their learning and writing progress. Through semi-structured interviews with 30 Iraqi students, the study examines how AI tools impact their perceptions of autonomy and evolving learner identities across proficiency levels. The findings reveal that AI tools support writing improvement, but students express divergent views on whether AI promotes true autonomy or fosters dependency. Advanced students tend to view AI as a supplement to existing skills, while intermediate students often rely more heavily on AI for guidance. This research highlights the complex relationship between AI usage, autonomy, and identity in language learning.

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