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

Subject Areas : Journal of Studies in Learning and Teaching English

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

1 -
2 -
3 -
4 -

Received: 2025-08-10 Accepted : 2025-09-15 Published : 2025-09-13

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

Abstract :

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.

References:

Ali, A. (2024). Perceptions and potential: Investigating the integration of digital game-based language learning. AUT Open Repository. openrepository.aut.ac.nz
Al-Raimi, M., Mudhsh, B. A., Al-Yafaei, Y., & Al-Maashani, S. (2024). Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners’ perspectives. Forum for Linguistic Studies, 6(2). https://doi.org/10.59400/fls.v6i2.1177
Alsager, H. (2024). To look from another window in education: Artificial intelligence assisted language learning and its reflections on academic demotivation, foreign language learning anxiety and autonomy. Computer-Assisted Language Learning Electronic Journal, 25(4), 124-147.
Banihashem, S. K., Kerman, N. T., Noroozi, O., Moon, J., & Drachsler, H. (2024). Feedback sources in essay writing: Peer-generated or AI-generated feedback? International Journal of Educational Technology in Higher Education, 21(1), 23.
Benson, P. (2011). Teaching and researching autonomy in language learning. Routledge.
Benson, P., & Voller, P. (1997). Autonomy and independence in language learning. Longman.
Chatti, K. (2024). Investigating the efficiency of using ChatGPT to generate ideas for writing on enhancing the EFL learners writing creativity: The case of Master one English students at University Mohammed Khider of Biskra [Unpublished master's thesis]. University Mohamed Khider of Biskra.
Dam, L. (1995). Learner autonomy: From theory to classroom practice. Authentik.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Fathi, M., Vakili, K., Hajibeygi, R., Bahrami, A., Behzad, S., Tafazolimoghadam, A., ... & Gholamrezanezhad, A. (2024). Cultivating diagnostic clarity: The importance of reporting artificial intelligence confidence levels in radiologic diagnoses. Clinical Imaging, 110356.
Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum: Journal of English Language Teaching, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
Godwin-Jones, R. (2023). Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse. Language Learning & Technology, 27(2), 6–27. https://hdl.handle.net/10125/73501
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers & Education: Artificial Intelligence, 1, 10001. 10.1016/j.caeai.2020.100001
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. h1ttps://doi.org/10.1016/j.tbench.2023.100115
Kim, N. Y. (2019). A study on the use of artificial intelligence chatbots for improving English grammar skills. Journal of Digital Convergence, 17(8).
Kohnke, L., Zou, D., & Su, F. (2025). Exploring the potential of GenAI for personalised English teaching: Learners' experiences and perceptions. Computers and Education: Artificial Intelligence, 8, 100371. https://doi.org/10.1016/j.caeai.2025.100371
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Authentik.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. International Journal of Innovation in Language Learning and Teaching, 1(1), 14-29.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73.
Little, D., Dam, L., & Legenhausen, L. L. (2017). Language learner autonomy: What, why and how. Second Language Acquisition, 4(1), 1-21.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71–94. https://doi.org/10.1093/applin/20.1.71
Maroncelli, R., Rizzo, V., Pasculli, M., Cicciarelli, F., Macera, M., Galati, F., ... & Pediconi, F. (2024). Probing clarity: AI-generated simplified breast imaging reports for enhanced patient comprehension powered by ChatGPT-4o. European Radiology Experimental, 8(1), 124.
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469.
Mishchuk, I. M., Halapchuk-Tarnavska, O. M., & Yushak, V. M. (2024). The role of innovative technologies in teaching grammar to students. Закарпатські філологічні студії, 2(33).
Nguyen, N. T. (2014). Learner autonomy in language learning: Teachers' beliefs [Doctoral dissertation, Queensland University of Technology].
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman/Pearson Education.
Oxford, R. L. (2003). Language learning styles and strategies: An overview. In D. E. Larson & J. E. Alatis (Eds.), Georgetown University Round Table on Languages and Linguistics 2003 (pp. 1–25). Georgetown University Press.
Palfreyman, D., & Smith, R. C. (2003). Learner autonomy across cultures: Language education perspectives. Palgrave Macmillan.
Pavlenko, A., & Lantolf, J. (2001). Second language learning as participation and the reconstruction of selves. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155-177). Oxford University Press.
Reinders, H., & White, C. J. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154.
Saltman, K. J. (2022). The alienation of fact: Digital educational privatization, AI, and the false promise of bodies and numbers. MIT Press.
Sanjaya, I. N. S., Wajdi, M., Sitawati, A. A. R., & Suciani, N. K. (2023). Indonesian EFL learners’ motivation to learn second language pragmatics. Indonesian Journal of EFL and Linguistics, 13, 13-26.
Satvati, N., Kamali, J., Safian Boldaji, F., Khodadadi, M., & Akhondi, S. (2023). Exploring the role of AI integration into language education in language teacher identity construction: An ecological perspective. Available at SSRN 4670840.
Szabó, F., & Szoke, J. (2024). How does generative AI promote autonomy and inclusivity in language teaching? ELT Journal, 78(4), 478-488.
Vera, A. E. I., Mesías, E. P. L., & Paccha, M. (2024). Intelligent English grammar: AI strategies to master the rules. Computer Assisted Language Learning, 27(1), 70-105.
Vovk, O., & Kryvoshyia, D. (2024). Artificial intelligence in academic writing: Composing a for-and-against essay. PrOsvita, (1), 19-28.
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955.
Yeh, Y. L., & Lan, Y. J. (2018). Fostering student autonomy in English learning through creations in a 3D virtual world. Educational Technology Research and Development, 66, 693-708.
Zaman, S., Hussain, M. S., & Tabassam, M. (2024). Use of artificial intelligence in education: English language teachers’ identity negotiation in higher education. Journal of Asian Development Studies, 13(3), 861-869.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zou, M., & Huang, L. (2024). The impact of ChatGPT on L2 writing and expected responses: Voice from doctoral students. Education and Information Technologies, 29(11), 13201-13219.