High School Students' Perceptions Regarding the Use of Ai-Generated Contentin Learning English Writing

Abstract

Abstract: The aim of this mixed-methods study was to analyze the perceptions of secondary school English as a Foreign Language (EFL) students regarding the use of AI-generated content to support their English writing skills. Quantitative data were gathered using a 5-point Likert scale questionnaire containing 20 closed-ended questions, administered to a purposive sample of 44 students and 3 teachers from two secondary schools in Loja, Ecuador. Qualitative data were derived from interviews with teachers and students, as well as from student writing samples produced with the aid of AI tools; this enabled the researcher to triangulate the quantitative findings and address research questions concerning students' perceptions of the utility and reliability of AI-generated texts, as well as how they analyze, evaluate, and verify such texts. The study's key findings revealed that secondary school EFL students generally perceive AI-generated content as useful and moderately reliable for supporting writing tasks, while demonstrating a moderate use of critical AI literacy strategies.