FROM PROMPT TO PARAGRAPH: MALAYSIAN UNIVERSITY STUDENTS’ REFLECTIONS ON THE USE AND THE ETHICAL PRACTICES CONCERNING AI TOOLS IN ACADEMIC WRITING

Abstract

The increasing use of artificial intelligence (AI) tools such as ChatGPT, Grammarly, and Quillbot in higher education has incited new questions about their role in academic writing and ethical practice. This study aims to explore students’ reflections regarding the use of AI tools in academic writing and to examine students’ awareness and practices related to the ethical and responsible use of AI tools in academic writing. Focusing on Malaysian undergraduates enrolled in an academic writing course, the study analysed 24 student-written reflections using thematic analysis. Findings reveal that students generally reflect AI tools as useful for enhancing writing productivity, overcoming writer’s block, and improving grammar and clarity. However, many students also expressed concerns about overdependence on AI, reduced critical thinking, and loss of writing confidence. In terms of ethics, students demonstrated awareness of academic integrity, reporting practices such as validating AI-generated content, paraphrasing, and limiting reliance on AI outputs. Some also raised concerns about plagiarism, unoriginality, and misuse during online assessments. The study highlights a growing sense of responsibility among students but also points to the need for clearer institutional guidelines and more structured support. These findings contribute to the discussion on AI in education by offering insight into how students weigh the benefits and ethical challenges of AI-assisted writing, and call for targeted academic literacy initiatives and ethical training to support responsible and informed use of AI tools in higher education.