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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
CAI Shu-yi, YU Wei-tao
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DOI:10.17265/2159-5836/2025.07.002
School of Foreign Languages, Wuhan University of Technology, Wuhan, China
The advancement of generative AI has reshaped EFL education, particularly in EFL writing. This qualitative case study investigates the perceptions of Chinese college students and EFL teachers towards the integration of Gen AI in EFL writing. The research involved semi-structured interviews with 13 students and 10 EFL teachers. Thematic analysis, guided by the Technology Acceptance Model (TAM), was employed to analyze the qualitative data. The findings reveal the perceptions of students and teachers regarding the role of generative AI in EFL writing. Regarding usefulness, students appreciate Gen AI for reducing writing difficulty and enhancing efficiency, though some note that it may produce logical flaws and misinformation. Teachers share similar perceptions, but stress effectiveness depends on students’ language level. Some teachers also advocate traditional writing initially to build foundational skills. On the ease of use, most students find it easy interacting with Gen AI but mention dialogical understanding challenges. Both students and teachers stress clear prompts are crucial, indicating “AI interaction literacy” should be part of teaching. Moreover, teachers worry that Gen AI’s ease of use may lead to over-reliance. These results reveal contradicting goals of using Gen AI: students value efficiency, while teachers focus on ability cultivation. These insights guide more effective integration of Gen AI in EFL writing education.
Generative AI, EFL writing, Technology Acceptance Model (TAM), AI integration in education, Perception
Journal of Literature and Art Studies, July 2025, Vol. 15, No. 7, 526-539
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