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This research aims to assess students' perceptions of generative AI as a revision tool in academic writing courses.

June 10, 2026STEM JournalOpen Access

Generative AI as a Pedagogical Tool in Academic Writing: Learners’ Perceptions of AI-Assisted Revision in Classroom Contexts

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Randomized trial examines students’ views on AI-assisted revision in academic writing, indicating positive perceptions and future usage intentions.

This research aims to assess students' perceptions of generative AI as a revision tool in academic writing courses.
Thirty-six students participated in revising their essays with AI assistance in a first-year course.
Post-course questionnaire included Likert-scale items and open-ended responses to gauge perceptions and correlations.
Descriptive statistics and Pearson correlation analyses were utilized alongside thematic analysis on qualitative responses.
Students positively evaluated AI feedback, especially for stylistic and grammatical improvements.
Strong correlation found between perceived educational effectiveness and intention to use AI in future writing tasks.
Concerns raised regarding over-reliance on AI and potential errors, but overall support for continued use in academic writing.

Aya Luckel-Semoto (2026) studied this question.

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Randomized trial examines students’ views on AI-assisted revision in academic writing, indicating positive perceptions and future usage intentions.