Exploring the Use of Artificial Intelligence in Boosting Students’ Writing in Professional Writing Class

Abstract

The rapid advancement of Artificial Intelligence has reshaped academic writing practices, providing new opportunities to enhance students’ writing. This study explores the role of Artificial Intelligence in improving students’ writing within a Professional Writing class at Pattimura University. Employing a mixed-method explanatory sequential design, data were collected through questionnaire. This study administered to 30 undergraduate students and follow-up interviews with three selected participants. The quantitative data were analyzed using descriptive statistics, while the qualitative data were examined through thematic analysis. Findings reveal that ChatGPT emerged as the most widely used Artificial Intelligence tool (73%), followed by Grammarly (23%) and Turnitin (4%). Students perceived Artificial Intelligence as highly beneficial for generating ideas, refining grammar, enhancing vocabulary, and overcoming writer’s block, which collectively contributed to improved their writing. However, challenges were also identified, including risks of overreliance, diminished originality, and ethical concerns regarding academic integrity. The study concludes that Artificial Intelligence functions effectively as a supportive learning tool when employed critically and ethically, serving to complement rather than replace human writing. It recommends that lecturers integrate Artificial Intelligence literacy into academic curricula, students maintain reflective engagement with Artificial Intelligence outputs, and future research expand to longitudinal and cross-institutional contexts.