The Use of AI Written Assisted Text in Writing Thesis Proposals: Voice From English Language Education Students

This qualitative phenomenological study explores the use of AI-supported writing tools in the development of thesis proposals among English Language Education students at Universitas Muhammadiyah Kendari, concentrating on their writing processes and personal voice. Data collection involved semi-structured interviews with two undergraduate students, followed by thematic analysis interpreted through the paradigms of Ouyang and Jiao’s AIEd (2021). Results show that students displayed different engagement behaviors, from generating ideas to refining language, and regarded AI as a collaborative associate rather than a competitor for their creative autonomy. In spite of their reliance on technology, both participants rigorously reviewed, adjusted, and personalized AI-generated text to fit their distinctive writing styles and uphold their authorial voice. This investigation underscores that the interplay between human cognition and artificial intelligence is not solely a technical engagement, but rather a sophisticated process of negotiating identity. The findings indicate that AI application does not intrinsically diminish student autonomy or creative output, given that students thoughtfully analyze and adapt the generated material. This research enhances the ongoing dialog regarding digital pedagogy by showing that developing critical AI literacy is crucial for shifting AI from a possible menace to academic integrity into a significant asset for enriching students' academic voices. As a result, educational support is vital for steering ethical AI implementation and augmenting students' understanding of AI.