Generative AI in Academic Writing: Exploring ESL students’ strategies and performance

Sofwah Md Nawi; Noridah Sain; Suhaili Mohd Yusof; Puteri Nur Hidayah Kamaludin

doi:10.21834/e-bpj.v10iSI30.6879

Generative AI in Academic Writing: Exploring ESL students’ strategies and performance

Authors

Sofwah Md Nawi Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor, Segamat, Malaysia
Noridah Sain Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor, Segamat, Malaysia
Suhaili Mohd Yusof Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor, Segamat, Malaysia
Puteri Nur Hidayah Kamaludin Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor, Segamat, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI30.6879

Abstract

Easy access to Generative Artificial Intelligence (GenAI) technologies has enabled tertiary students to accomplish writing tasks in the English language regardless of their competencies. However, the lack of formal instructions in higher education curricula leaves many unanswered questions regarding how effectively students use the tools to their advantage. To identify how tertiary students incorporate GenAI into their academic writing and the effects on their output, this exploratory case study investigated GenAI-assisted writing strategies among 13 university students in Malaysia. A thematic analysis of their self-reported usage of ChatGPT revealed six key strategies that influence their writing performance.

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Published

2025-05-24

How to Cite

Sofwah Md Nawi, Noridah Sain, Suhaili Mohd Yusof, & Puteri Nur Hidayah Kamaludin. (2025). Generative AI in Academic Writing: Exploring ESL students’ strategies and performance. Environment-Behaviour Proceedings Journal, 10(SI30), 55–61. https://doi.org/10.21834/e-bpj.v10iSI30.6879