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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp.177-192
Department of Curriculum and Teaching Methods and Technology,
College of Education, Taibah University, Saudi Arabia
Department of Curriculum and Teaching Methods and Technology,
College of Education, Taibah University, Saudi Arabia
This study lies in its survey of the ethical and pedagogical implications of AI-assisted writing among Saudi EFL postgraduate students, it aims to explore the experiences of postgraduate students in Saudi, regarding their practices of Artificial Intelligence assisted tools in academic writing. It emphasizes on both the power and complication of these tools as perceived benefits and associated challenges. A mixed-methods design, was employed and utilized the Technology Acceptance Model (TAM) and the Cognitive Theory of Multimedia Learning (CTML) as analytical frameworks to examine the interplay between students’ adoption of AI tools and the resulting cognitive impact on their academic writing practices; the study combines quantitative data from a questionnaire (N = 32) with qualitative insights from semi-structured interviews (N = 5). The result shows a highly value and power of Artificial Intelligence tools used for enhancing vocabulary, improving coherence, facilitating paraphrasing, and managing writing tasks more proficiently. However, participants express significant concerns about complications such as overreliance on Artificial Intelligence, diminished critical thinking, ethical ambiguity, and the lack of institutional guidance. Quantitative results highlight strong agreement with linguistic benefits, particularly vocabulary refinement (M = 4.22) and summarization (M = 4.31), whereas institutional support receives the lowest ratings (M = 2.41). The study concludes that although Artificial Intelligence holds transformative potential power for academic writing, its effective integration requires structured policies, ethical awareness, and pedagogical guidance. It recommends incorporating AI training into academic curricula, fostering reflective use, and establishing institutional guidelines for responsible implementation.
Al-Absi, T. & Abdi, A. (2026). Empowerment and Complication in AI-Assisted Academic Writing: A Mixed-Methods Study of EFL Postgraduates. Arab World English Journal, 17(2):177-192
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Thuraya Al-Absi is a professor of Curriculum and Instruction (TEFL) holding a PhD from the University of Hull, with extensive academic and administrative experience at Taibah University. Her research interests focus on EFL teaching strategies, educational technologies, and the integration of AI in language learning. She has supervised graduate research and contributed to training programs and initiatives aimed at enhancing teaching quality and professional development. Her email:tebsi@taibahu.edu.sa
ORCID: https://orcid.org/0000-0002-3460-5273
Aishah Abdi holds a master’s degree in TESOL and a bachelor’s degree in English Translation and Languages, both with first-class honors from Taibah University, Saudi Arabia. She has training in English language teaching, and her research focuses on AI-assisted academic writing, technology integration, and EFL learners’ perceptions of digital learning tools.
ORCID : https://orcid.org/0009-0006-5984-2044