Research Article

Integrating generative AI into EFL writing: University students’ strategies and perceptions

Yong-Jik Lee 1 , Robert O. Davis 2 * , Jung-In Choi 1
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1 Changwon National University, Changwon, SOUTH KOREA2 Chonnam National University, Gwangju, SOUTH KOREA* Corresponding Author
Online Journal of Communication and Media Technologies, 15(4), October 2025, e202541, https://doi.org/10.30935/ojcmt/17545
Published: 15 December 2025
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ABSTRACT

This study examined how 59 English as a foreign language (EFL) students utilize generative artificial intelligence (AI) tools in English writing and their perceptions of AI-assisted instruction. Using pre- and post-intervention surveys, the quantitative research measured writing strategies across three dimensions and AI experiences. Results showed significant improvements in idea generation (η² = .08) and content refinement (η² = .09) strategies, with students frequently using translation applications (mean = 4.07) and AI tools (mean = 3.94) in conjunction with traditional resources. However, perceptions of AI tools remained stable (p = .124), indicating consistently positive attitudes. Findings suggest that AI is an effective supplementary tool for EFL writing, particularly for idea generation and content refinement, while students maintained a critical awareness of AI limitations and preferred AI as a complement to, rather than a replacement for traditional instruction. The study supports the balanced integration of AI in EFL curricula, promoting the reflective and ethical use of AI.
Keywords: generative AI, EFL writing, Korean university students, writing strategies, AI-assisted learning, English language education

CITATION (APA)

Lee, Y.-J., Davis, R. O., & Choi, J.-I. (2025). Integrating generative AI into EFL writing: University students’ strategies and perceptions. Online Journal of Communication and Media Technologies, 15(4), e202541. https://doi.org/10.30935/ojcmt/17545

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