Perceptions of AI writing tools in enhancing english writing proficiency: a qualitative study on private university undergraduates in Bangladesh

Abstract

In recent years, English academic writing has become an essential skill for university students in Bangladesh, yet many face challenges in developing fluency, vocabulary, and confidence. This study investigates the role of AI-assisted writing tools — such as ChatGPT, Grammarly, and QuillBot in supporting students' writing skills and overall learning experience. Using semi-structured interviews with ten participants of a renowned private university in Bangladesh, the research explores how these tools influence grammar, vocabulary, paraphrasing, and revision practices, as well as boosts learners' confidence, motivation, and sense of autonomy. The findings reveal that AI tools function as both cognitive and psychological supports, offering immediate feedback, scaffolding idea generation, and encouraging reflective engagement with language. However, challenges such as meaning distortion, prompt-dependence, overreliance, and ethical concerns including plagiarism anxiety, highlight the need for conscious and balanced use. The study emphasizes that AI can be a valuable collaborative partner in writing when integrated thoughtfully, promoting skill development, metacognitive awareness, and learner autonomy. Recommendations include fostering prompt literacy, encouraging critical evaluation of AI suggestions, and providing guidance on ethical use, offering practical insights for educators and students in the Bangladeshi higher-education context.