THE TENSION BETWEEN EFFICIENCY AND IDENTITY: EXPLORING EFL LEARNERS’ AUTHORIAL VOICE IN AI-ASSISTED ACADEMIC WRITING

Abstract

The integration of generative artificial intelligence (AI), particularly OpenAI’s GPT-3.5, into tertiary English as a Foreign Language (EFL) writing courses has transformed academic instruction. While AI-assisted writing tools improve efficiency and provide immediate feedback, they also raise concerns regarding authorship, academic integrity, and the preservation of students’ authorial voice. This study investigates how EFL learners negotiate the tension between writing efficiency and authorial identity when using AI-assisted writing tools. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and the ADDIE instructional design model, the research adopts a qualitative approach to explore students’ experiences with AI-supported writing tasks. Fifteen English-major students at a Taiwanese university participated in an academic writing course where GPT-3.5 was used as a proofreading and revision assistant. Data were collected through students’ written assignments, AI interaction prompts, and reflective essays. Findings indicate that AI significantly accelerated the writing process and improved organizational coherence. However, students also expressed concerns regarding authorship and ethical responsibility when incorporating AI-generated suggestions into their texts. The results suggest that AI can function as a collaborative partner in writing development when used within structured pedagogical frameworks that emphasize critical evaluation and learner autonomy. The study concludes that effective integration of AI tools requires explicit digital literacy instruction and ethical guidelines to ensure that AI enhances rather than replaces students’ intellectual contributions.