Views: 967
Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, No 3. 2026. Pp.316-327
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of State University of Trade and Economics, Vinnytsia, Ukraine
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of State University of Trade and Economics, Vinnytsia, Ukraine
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of State University of Trade and Economics, Vinnytsia, Ukraine
Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of State University of Trade and Economics, Vinnytsia, Ukraine
Academic writing is a challenging process that requires a coherent expression of ideas, logical reasoning, and data-driven arguments. The implementation of Artificial Intelligence (AI) into academic writing has become important in recent years. The research paper examines the attitudes of English as a foreign language (EFL) learners toward AI language processing tools for academic writing. The authors aim to address the following question: What do Ukrainian EFL learners think about using AI to enhance their academic writing skills? This study aims to bridge the gap between scientific findings on Ukrainian EFL learners’ preferences and their actual use of AI language processing tools in academic writing tasks. To collect research data, online tools (Google Forms) were used and processed via a quantitative method. The second-year students training to become interpreters in the MA program (Philology, Germanic languages, literature (including translation), first foreign language – English) were the focus of the research. The findings suggest that Ukrainian EFL students have positive perceptions of using AI writing tools. The learners also report using AI language processing tools to provide ideas for their writing and to facilitate the composition of essays and paragraphs. The study is significant in promoting the broader use of AI tools for teaching English for Academic Purposes, as well as in identifying and addressing effective teaching techniques and methods.
Tymoshchuk, N., Ivanytska, N., Nechyporenko, V., & Tereshchenko,L. (2026). Ukrainian Students’ Perception towards the Use of AI Language Processing Tools for Academic Writing: a Case Study. Arab World English Journal, Special Issue on Artificial Intelligence, (3):316-327
Alammar, A., & Amin, E.A. (2023). EFL Students’ Perception of Using AI Paraphrasing Tools in English Language Research Projects. Arab World English Journal, 14(3), 166–181. DOI: https://dx.doi.org/10.24093/awej/vol14no3.11
Alkamel, M. A. A., & Alwagieh, N. A. S. (2024). Utilizing an adaptable artificial intelligence writing tool (ChatGPT) to enhance academic writing skills among Yemeni university EFL students. Social Sciences & Humanities Open, 10, 101095. DOI: https://doi.org/10.1016/j.ssaho.2024.101095
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), 11171. DOI: https://doi.org/10.59400/fls.v6i2.1177
Bom, H. S. H. (2023). Exploring the opportunities and challenges of ChatGPT in academic writing: a roundtable discussion. Nuclear medicine and molecular imaging, 57(4), 165–167. DOI: https://doi.org/10.1007/s13139-023-00809-2
Bouzar, A., EL Idrissi, K., & Ghourdou, T. (2024). ChatGPT and Academic Writing Self-Efficacy: Unveiling Correlations and Technological Dependency among Postgraduate Students. Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024, 225–236. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.
Campbell, M. (2019). Teaching Academic Writing in Higher Education. Education Quarterly Reviews, 2(3), 608–614.
Cancino, M., & Panes, J. (2021). The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners. System, 98, 102464. DOI: https://doi.org/10.1016/j.system.2021.102464
Dong, Y. (2023). Revolutionizing academic English writing through AI-powered pedagogy: practical exploration of teaching process and assessment. Journal of Higher Education Research, 4(2), 52–57. DOI: https://doi.org/10.32629/jher.v4i2.1188
Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. DOI: https://doi.org/10.3390/educsci13070692
Ivanytska, N., Dovhan, L., Tymoshchuk, N., Osaulchyk, O. & Havryliuk, N. (2021). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. Arab World English Journal, 12 (4), 476–486. DOI: https://dx.doi.org/10.24093/awej/vol12no4.31
Ivanytska, N., Koliasa, O., Kovalevska, T., Matsera, O. & Tkachuk, T. (2024). Analyzing the Possibilities of Implementation of AI and Social Networks in Teaching Foreign Language Students: Ukrainian Universities Case Study. Arab World English Journal (AWEJ) Special Issue on ChatGPT, 2024, 306–318. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.21
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 5, 100145.
Kramar, N., Bedrych, Y., & Shelkovnikova, Z. (2024). Ukrainian phd students’ attitudes toward AI language processing tools in the context of English for Academic Purposes. Advanced Education, 12(24), 41–57. DOI: https://doi.org/10.20535/2410-8286.305061
Lama, A., & Suhodolli, M. (2024). Challenges in mastering academic writing: a case study of English language learners at the university for business and technology. Edelweiss Applied Science and Technology, 8(6), 84–99. DOI: https://doi.org/10.55214/25768484.V8I6.1707
Leki, I. (2001). Material, educational, and ideological challenges of teaching EFL writing at the turn of the century. International Journal of English Studies, 1(2), 197–209.
Metruk, R. (2018). The effects of watching authentic English videos with and without subtitles on the listening and reading skills of EFL learners. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2545-2553. DOI: https://doi.org/10.29333/ejmste/90088
Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing the risks. Indian Journal of Ophthalmology, 71(12), 3600–3606.
Mondal, H., Mondal, S., & Podder, I. (2023). Using ChatGPT for writing articles for patients’ education for dermatological diseases: A pilot study. Indian Dermatology Online Journal, 14(4), 482–486. DOI: https://doi.org/10.4103/idoj.idoj_72_23
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5). DOI: https://doi.org/10.1016/j.heliyon.2021.e07014
Petryshyna, O., Kosovych, O., & Tymkiv, I. (2025). Fostering professional communication and tolerance in prospective teachers through public involvement. Advanced Education, 18(26), 101–121. DOI: https://doi.org/10.20535/2410-8286.324769
Salvagno, M., Taccone, F. S., & Gerli, A. G. (2023). Can artificial intelligence help for scientific writing? Critical care, 27(1), 1–5.
Tymoshchuk, N. (2022). The Implementation of E-Learning to Support Learning and Teaching Foreign Language: a Case Study in Ukrainian Higher Education. Arab World English Journal (AWEJ), 2nd Special Issue on Covid-19 Challenges (2), 233–244. DOI: https://dx.doi.org/10.24093/awej/covid2.1
Tymoshchuk, N., Nechyporenko, V., & Havryliuk, N. (2024). Ukrainian EFL Learners’ Perception towards the Use of Subtitles to Improve Their Listening Skills: a Case Study. Arab World English Journal, 15(4), 99–109 DOI: https://dx.doi.org/10.24093/awej/vol15no4.7
Wang, X., Hussin, S. & Aziz, A. A. (2025). Investigating the Relationship Between Self-Regulated Writing Strategies and Academic Writing Performance. Arab World English Journal, 16(3), 345–358. DOI: https://dx.doi.org/10.24093/awej/vol16no3.21
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967.
Zahorodna, O., Saienko, V., Tolchieva, H., Tymoshchuk, N., Kulinich, T., & Shvets, N. (2022). Developing Communicative Professional Competence in Future Economic Specialists in the Conditions of Postmodernism. Postmodern Openings, 13(2), 77–96. DOI: https://doi.org/10.18662/po/13.2/444
Zamkova, N., Tymoshchuk, N., & Havryliuk, N. (2023). Ukrainian EFL Learners’ Use and Views of Electronic Dictionaries: a Case Study in Higher Education. Arab World English Journal (AWEJ) Special Issue on Communication and Language in Virtual Spaces, January 2023, 49–61. DOI: https://dx.doi.org/10.24093/awej/comm1.4
Zohery, M. (2023). ChatGPT in academic writing and publishing: A comprehensive guide. Artificial intelligence in academia, research and science: ChatGPT as a case study, 1(5), 10–61. DOI: https://doi.org/10.5281/zenodo.7803703
Nataliia Tymoshchuk, Ph.D. in Philology, Associate Professor at the Department of Foreign Philology and Translation, VITE SUTE, Vinnytsia, Ukraine. Her research interests include linguistics, e-learning, mind-mapping, flipped classrooms, innovative technologies, and methods of teaching English. ORCID ID: https://orcid.org/0000-0001-5638-5825
Natalia Ivanytska, Doctor of Philology, Professor, Head of the Department of Foreign Philology and Translation, VITE SUTE, Vinnytsia, Ukraine. Her academic interests lie in the fields of philology, social communication, and e-learning.
ORCID ID: https://orcid.org/0000-0002-9925-1285
Violeta Nechyporenko, Ph.D. in Philology, Associate Professor at the Department of Foreign Philology and Translation, VITE SUTE, Vinnytsia, Ukraine. Her research interests include linguistics, psycholinguistics, text linguistics, innovative technologies, and methods of teaching English. ORCID ID: https://orcid.org/0000-0002-2429-9487
Liliia Tereshchenko, Ph.D. in Philology, Associate Professor at the Department of Foreign Philology and Translation, VITE SUTE, Vinnytsia, Ukraine. Her research interests include linguistics, text linguistics, innovative technologies, and English language teaching methods. ORCID ID: https://orcid.org/0000-0002-2774-8540