PATTERNS OF AI-ASSISTED WRITING USE AMONG EFL FRESHMEN: EVIDENCE FROM AN ENGLISH WRITING COURSE IN VIETNAM

Abstract

The increasing use of generative artificial intelligence (AI) tools has reshaped English as a Foreign Language (EFL) writing, yet limited research has examined how students use AI across writing stages and how such use relates to both perceived learning benefits and potential risks. This study surveyed 166 Vietnamese EFL freshmen in an English writing course, using a quantitative design. In the study, AI use patterns (frequency, purposes, and writing stages) and their relationships with perceived writing improvement, dependency, and concerns are examined. The findings show that generative AI tools are widely used, particularly for idea generation and language support, with greater use during drafting stages of the writing process. Regression results indicate that AI use across writing stages is positively associated with perceived writing improvement, student dependency, and AI-related concerns. The study highlights the need for process-oriented, guided integration of AI into EFL writing instruction.