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Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, No.3. 2026. Pp.73-87
English Department, Faculty of Letters and Humanities
Mohamed V University, Rabat, Morocco
English Department, Faculty of Languages, letters and Arts
Ibn Tofail University, Kenitra, Morocco
Foundation unit, University of Doha for Science and Technology Qatar
As AI-assisted writing tools become more present in university classrooms, the nature of students’ written work in EFL contexts is quietly shifting. These developments raise new questions about who is responsible for the final text, how students build their writing abilities, and how they develop a sense of voice in their academic work. Although interest in the ethical and pedagogical implications of AI is increasing, we still know little about how and where AI-shaped textual patterns actually appear in student writing. This study investigates the linguistic and stylistic traces of AI assistance in undergraduate academic work and highlights the need for fair, transparent assessment practices and informed pedagogical support in AI-integrated learning environments. Using a qualitative corpus of 557 undergraduate texts, the study applied a three-cycle coding process supported by descriptive linguistic measures. This approach offers a detailed view of textual patterns by focusing on the features found in students’ actual writing, moving beyond the self-report surveys and tool-detection methods commonly used in earlier research. The findings reveal recurring tendencies, including reduced sentence-length variation, over-explicit cohesion, generic macro-structural framing, and a polished yet impersonal tone. These tendencies point to a mixed effect: AI tools seem to improve cohesion and linguistic accuracy, yet they can also blur students’ individual voice and weaken the texture of their arguments. The study offers evidence that can help educators and institutions make sense of AI’s growing role in student writing and develop assessment and teaching practices that fit their pedagogical and institutional realities.
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Anass Moussa is a currently the director of the center for Languages, Academic and Soft Skills at the International University of Rabat, Morocco. Dr. Anass has previously taught in the Kingdom of Saudi Arabia, The UAE and Morocco. His research interests include foreign language teaching/learning, assessment, feedback, and quality assurance in higher education.
ORCID : https://orcid.org/0009-0000-3609-668X
Sarra Elkhetabi is a high school English teacher and a PhD candidate in Applied Linguistics at Ibn Tofail University, Kenitra. She holds a Master’s degree in Linguistics and Advanced English Studies from Cadi Ayyad University. Her research interests include language development, soft skills enhancement, and the integration of AI in education. https://orcid.org/0009-0001-3047-1749
Elhassan Eddahmani is an Assistant Professor at the University of Doha for Science and Technology, specializing in applied linguistics and English language pedagogy. His research explores AI influence on learner writing, discourse analysis, and academic literacy. Dr. Elhassan has authored and vetted numerous curriculum materials in higher education. His current scholarship focuses on tracing AI in EFL student writing. https://orcid.org/0000-0001-7730-4756