A Study of English Major Students' Attitudes Towards GAI-Assisted Academic English Writing

Abstract

Generative artificial intelligence (GAI) is increasingly influencing academic English writing in higher education. While existing studies mainly focus on general student populations, the English majors, a distinctive group of language learners, has been overlooked. Thus, this study investigates English majors’ attitudes toward GAI-assisted academic English writing. Based on a questionnaire survey of 207 English majors, the study shows that most students hold generally positive yet cautious attitudes toward the use of GAI. They recognize its value in writing efficiency, language accuracy, structural organization, and feedback support. At the same time, they also show their concerns about academic integrity, originality and over-reliance. There are differences between different grades and English proficiency levels also shows differences in usage intention and emotional experience. Despite favorable evaluations,  the overall frequency of GAI use remains moderate, indicating that its integration into academic English writing has not been normalized.