Abstract

The introduction of Artificial Intelligence (AI)-powered writing assistants has significantly altered the writing landscape. Tools such as ChatGPT, Grammarly, MetaAI, and Perplexity have become increasingly popular among students for completing academic writing assignments. This qualitative study explored the perceived value and cost of using AI-powered writing assistants in academic writing among Grade 12 HUMSS students of Leuteboro National High School, to inform the development of a policy brief. Employing a phenomenological approach, data were collected through semi-structured interviews and focus group discussions to capture students’ lived experiences with AI tools in completing written academic tasks. The study’s findings revealed five key themes reflecting the perceived value of AI tools: overcoming writer’s block, widening vocabulary, enhancing idea development, improving coherence, and increasing writing productivity. In contrast, the perceived cost was associated with cognitive and creative dependence and ethical concerns, including cheating and plagiarism. The study underscored the dual impact of AI-powered writing tools—offering substantial benefits in supporting students’ writing processes while simultaneously posing risks to academic integrity and independent critical thinking. The research recommends further investigation through a mixed-methods design, particularly incorporating language teachers’ perspectives, to develop a more comprehensive understanding of AI’s role in academic writing and inform balanced policy-making.