ISSN: 2226-6348
Open access
Artificial intelligence (AI) tools offer accessible support for English writing, but favourable perceptions do not necessarily translate into sustained use. This study investigated Teaching English as a Second Language (TESL) pre-university students’ perceptions of AI tools in an English writing skills course at a Malaysian public university. A quantitative descriptive survey was conducted with a sample of 225 students drawn from a population of approximately 529. A 20-item questionnaire organised around five Technology Acceptance Model constructs used a five-point agreement scale. Data were analysed using descriptive statistics and Cronbach’s alpha. Internal consistency coefficients ranged from .781 to .872. Perceived usefulness recorded the highest mean (3.85), followed by perceived ease of use (3.82) and attitude towards use (3.51). Behavioural intention to use (2.90) and self-reported actual system use (2.82) were lower. These results indicate favourable evaluations of AI’s usefulness and usability alongside more limited intentions and reported use. The findings support integrating guided AI activities and explicit instruction on evaluating feedback within foundation writing courses. As the study measured perceptions rather than writing performance, the findings do not establish improvements in writing proficiency or causal relationships among acceptance constructs.
Alghasab, M. B. (2025). English as a foreign language (EFL) secondary school students’ use of artificial intelligent (AI) tools for developing writing skills: Unveiling practices and perceptions. Cogent Education, 12(1), Article 2505304. https://doi.org/10.1080/2331186X.2025.2505304
Al-Othman, A. A.-A. M. (2024). Using artificial intelligence in English as a foreign language classrooms: Ethical concerns and future prospects. Arab World English Journal, Special Issue on CALL (10), 85–104. https://doi.org/10.24093/awej/call10.7
Alqaed, M. A. (2024). AI in English language learning: Saudi learners’ perspectives and usage. Advanced Education, (25), 125–142. https://doi.org/10.20535/2410-8286.318972
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). https://doi.org/10.59400/fls.v6i2.1177
Al Rawas, R. S. A., Mohammed, M. B., & Kamsin, I. F. (2026). Artificial intelligence in supporting self-regulated reading among English as a second language learners: A systematic review. Arab World English Journal, 17(3), 274–295. https://doi.org/10.24093/awej/vol17no3.15
Altamimi, D. H. F. (2025). Unlocking potential: Saudi EFL male students’ perspectives on AI tools for enhancing English writing proficiency. Arab World English Journal, Special Issue on AI, 40–58. https://doi.org/10.24093/awej/AI.3
Alyami, A., Alotaibi, S., & Khan, W. (2025). Saudi EFL learners’ perceptions of using artificial intelligence and its impact on their writing skills. Arab World English Journal, 16(1), 349–365. https://doi.org/10.24093/awej/vol16no1.22
An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2023). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187–5208. https://doi.org/10.1007/s10639-022-11286-z
Anggraeni, S. A. (2025). Pemanfaatan AI dalam pengembangan keterampilan menulis bahasa Inggris: Manfaat, tantangan, dan persepsi pengguna. Karimah Tauhid, 4(8), 5888–5905. https://doi.org/10.30997/karimahtauhid.v4i8.19961
Bibi, Z., & Atta, A. (2024). The Role of ChatGPT as AI English Writing Assistant: A Study of Student’s Perceptions, Experiences, and Satisfaction. Annals of Human and Social Sciences, 5(1), 433–443. https://doi.org/10.35484/ahss.2024(5-I)39
Bonsu, E.M. & Baffour-Koduah, D. (2023). From the Consumers’ Side: Determining Students’ Perception and Intention to Use ChatGPT in Ghanaian Higher Education. Journal of Education, Society & Multiculturalism, 4(1), 1-29. https://doi.org/10.2478/jesm-2023-0001
Campillo-Ferrer, J. M., López-García, A., & Miralles-Sánchez, P. (2025). Student perceptions of the use of gen-AI in a higher education program in Spain. Digital, 5(3), 29. https://doi.org/10.3390/digital5030029
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Delello, J. A., Sung, W., Mokhtari, K., Hebert, J., Bronson, A., & De Giuseppe, T. (2025). AI in the classroom: Insights from educators on usage, challenges, and mental health. Education Sciences, 15(2), Article 113. https://doi.org/10.3390/educsci15020113
Delgado, N., Campo Carrasco, L., Sainz de la Maza, M., & Etxabe-Urbieta, J. M. (2024). Aplicación de la Inteligencia Artificial (IA) en Educación: Los beneficios y limitaciones de la IA percibidos por el profesorado de educación primaria, educación secundaria y educación superior [Application of artificial intelligence in education: Benefits and limitations perceived by primary, secondary, and higher education teachers]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 207–224. https://doi.org/10.6018/reifop.577211
Fadli, F. & Iskarim, M. (2024). Students’ Perceptions of Artificial Intelligence Technology to Develop 21st Century Learning Skills. Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan, 27(1), 178-190. https://doi.org/10.24252/lp.2024v27n1i11.
Firdaus, R., Habibi, A., Hendra, R., Fauzee, M. S. O., Oktaria, S. D., Sofwan, M., & Alqahtani, T. M. (2025). Factors affecting Indonesian pre-service EFL teachers’ AI acceptance and use. Texto Livre, 18, Article e57135. https://doi.org/10.1590/1983-3652.2025.57135
Jamshed, M., Ahmed, A. S. M. M., Sarfaraj, M., & Warda, W. U. (2024). The impact of ChatGPT on English language learners’ writing skills: An assessment of AI feedback on mobile. International Journal of Interactive Mobile Technologies, 18(19), 18–36. https://doi.org/10.3991/ijim.v18i19.50361
Karmila, E., Fakhruddin, Z., Dalle, A., Saepudin, S., & Mujahidah, M. (2026). The students’ perception to artificial intelligence (AI) in English language learning. Al Lughawiyaat: Journal of English Language Teaching, 7(1), 1-21. https://doi.org/10.31332/alg.v7i1.13069
Ken, T. J., Zaini, M. H., & Rahman, M. J. A. (2026). Perceived artificial intelligence support and reliance in instructional media generation: A survey of Malaysian ESL teachers. International Journal of Learning, Teaching and Educational Research, 25(7), 624–644. https://doi.org/10.26803/ijlter.25.7.28
K?l?çkaya, F. (2024). Using artificial intelligence to generate content: Language lecturers’ concerns about plagiarism and creativity. In Y. Özkan, H. Tuncer, & E. Bada (Eds.), An approach to digitalization in language teaching from different perspectives: A reflection of empirical work (pp. 31–44). Nova Science Publishers. https://doi.org/10.52305/VVEQ4787
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
Kukulska-Hulme, A., & Lee, H. (2020). Intelligent assistants in language learning: An analysis of features and limitations. In K.-M. Frederiksen, S. Larsen, L. Bradley, & S. Thouësny (Eds.), CALL for widening participation: Short papers from EUROCALL 2020 (pp. 172–176). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.48.1184
Mat, M., Hashim, H., & Sulaiman, N. A. (2025). Uncovering the ESL undergraduates' needs for a web-based writing module. Arab World English Journal, (Special Issue on CALL No. 11), 111–125. https://doi.org/10.24093/awej/call11.7
Mat Yusoff, S., Mohamad Marzaini, A. F., Hao, L., Zainuddin, Z., & Basal, M. H. (2025). Understanding the role of AI in Malaysian higher education curricula: An analysis of student perceptions. Discover Computing, 28(1), Article 62. https://doi.org/10.1007/s10791-025-09567-5
Md Yazid, N. H., Sulaiman, N. A., & Hashim, H. (2025). Needs analysis of pre-university ESL students for the development of a web-based grammatical competence module. The International Journal of Technologies in Learning, 33(1), 1–23. https://doi.org/10.18848/2327-0144/CGP/v33i01/1-23
Mizan, N. A., & Norman, H. (2024). Pre-university students’ perception in using generative AI: A study at a Malaysian private university. International Journal of Academic Research in Business and Social Sciences, 14(8), 894–906. https://doi.org/10.6007/IJARBSS/v14-i8/22455
Mun, C. Y. (2024). EFL learners’ English writing feedback and their perception of using ChatGPT. Journal of English Teaching Through Movies & Media, 25(2), 26–39. https://doi.org/10.16875/stem.2024.25.2.26
Ngo, T. T. A. (2023). The Perception by University Students of the Use of ChatGPT in Education. International Journal of Emerging Technologies in Learning (IJET), 18(17), 4–19. https://doi.org/10.3991/ijet.v18i17.39019
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
Pathivada, R., Swain, S. K., & Papinaidu, M. (2025). Faculty perceptions of artificial intelligence AI assisted feedback in English as a second language (ESL) writing in engineering colleges of North Coastal Andhra Pradesh. In 2025 3rd DMIHER International Conference on Artificial Intelligence in Healthcare, Education and Industry (IDICAIHEI). IEEE. https://doi.org/10.1109/IDICAIHEI65991.2025.11377591
Punar Özçelik, N., & Yang?n Ek?i, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11, Article 10. https://doi.org/10.1186/s40561-024-00296-8
Rafida, T., Suwandi, S., & Ananda, R. (2024). EFL students’ perception in Indonesia and Taiwan on using artificial intelligence to enhance writing skills. Jurnal Ilmiah Peuradeun, 12(3), 987–1016. https://doi.org/10.26811/peuradeun.v12i3.1520
Saker, C., & Ghedeir Brahim, M. (2025). Meeting academic writing needs: Exploring the perceptions of PhD students at El-Oued University on the efficiency of AI writing assisting tools. El-Quari’e Journal of Literary, Critical and Linguistic Studies, 8(3), 311–325. https://asjp.cerist.dz/en/article/276338
Sami, A., Tanveer, F., Sajwani, K., Kiran, N., Javed, M. A., Ozsahin, D. U., Muhammad, K., & Waheed, Y. (2025). Medical students’ attitudes toward AI in education: Perception, effectiveness, and its credibility. BMC Medical Education, 25, Article 82. https://doi.org/10.1186/s12909-025-06704-y
Slimi, Z., Benayoune, A., & Alemu, A. E. (2025). Students' perceptions of artificial intelligence integration in higher education. European Journal of Educational Research, 14(2), 471-484. https://doi.org/10.12973/eu-jer.14.2.471
Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of the use of AI in a writing class. In Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (pp. 52–57). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.009
Syafei, M., & Nuraeningsih. (2025). Leveraging artificial intelligence in writing: ELT students’ perspectives and experiences. International Journal of Learning, Teaching and Educational Research, 24(5), 416–430. https://doi.org/10.26803/ijlter.24.5.22
Tan, J. M. (2025). Analyzing written performance of learners with AI assistance: Challenges, limitations, and perceived effectiveness. Environment and Social Psychology, 10(4), Article 3275. https://doi.org/10.59429/esp.v10i4.3275
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
V. G., A. L., & N. S., P. K. (2025). Generative artificial intelligence in enhancing English language skills: A systematic review. Studies in Media and Communication, 13(4), 256–267. https://doi.org/10.11114/smc.v13i4.7763
Wang, Y., & Fussell, S. R. (2024). They may have seen my ChatGPT tab: Exploring social perceptions of AI-assisted writing for ESL students. In ACM International Conference Proceeding Series (pp. 13–15). Association for Computing Machinery. https://doi.org/10.1145/3690712.3690717
Wang, Y., & Fussell, S. R. (2026). “It’s safer to say I don’t use it”: Exploring ESL students’ self-perceptions as AI-assisted writers. Proceedings of the ACM on Human-Computer Interaction, 10(1), Article GROUP011. https://doi.org/10.1145/3799448
Zainuddin, N. M., Mohamad, M., Zakaria, N. Y., Sulaiman, N. A., Jalaludin, N. A., & Omar, H. (2024). Trends and benefits of online distance learning in the English as a second language context: A systematic literature review. Arab World English Journal, (Special Issue on CALL No. 10), 284–301. https://doi.org/10.24093/awej/call10.18
Karoman, N. F. A., Johari, N. N. F., & Mohmud, M. S. (2026). Investigating the Pre-University Students’ Perception of Using AI in Improving English Writing Skills. International Journal of Academic Research in Progressive Education and Development, 15(4), 767–781.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode