Written Assignments and Generative Artificial Intelligence: Challenges and Considerations for English Education Major Students at A’Sharqiyah University, Oman

Abstract

This study aims to provide insight into the perceptions of English Education major students regarding the utilization of Generative Artificial Intelligence (GAI) in the completion of written assignments. This research employed both quantitative and descriptive qualitative designs. Quantitative data were obtained from closed-ended questionnaire items administered to 58 English Education major students, while qualitative data were collected from open-ended questionnaire questions. The results revealed that most students utilized GAI for written assignments; however, they did not consider it acceptable to rely on GAI entirely. The majority did not support banning GAI in educational contexts. The most frequent uses of GAI were to check grammar, improve vocabulary, and generate ideas. Additionally, almost half of the participants believed that GAI hindered the development of their thinking and writing skills. The majority, however, agreed that GAI assisted their learning. Students’ opinions were equally divided on whether using GAI improved their grades or not. Based on these findings, suggestions and recommendations are provided.