Human–AI Collaboration in Academic Writing: Examining Cambodian EFL Undergraduates’ Perceptions of AI Tools in Writing Autonomy,Confidence,Motivation,Critical Thinking,Creativity,and Ethical Concerns

Abstract

The rapid integration of artificial intelligence (AI) tools in higher education has transformed academic writing practices among English as a Foreign Language (EFL) learners. While AI-powered writing tools, such as ChatGPT, offer potential benefits, concerns persist regarding over-reliance, plagiarism, and a decline in critical thinking. This study aims to examine Cambodian EFL undergraduate students’ perceptions, usage habits, and challenges related to AI tools in academic writing. Using a quantitative survey design, data were collected from 326 students across six Cambodian universities. Descriptive statistics were analyzed using SPSS version 27. Findings indicate that students generally perceive AI tools positively, particularly in writing autonomy (M = 3.56), confidence (M = 3.43), motivation (M = 3.66), critical thinking (M = 3.65), and enhancing creativity (M = 3.78). Students also reported that AI tools help them overcome creative blocks, refine arguments, and structure their writing independently. However, substantial concerns were identified, including fears of over-reliance (M = 3.94), plagiarism and ethical risks (M = 3.82), and generic or context-insensitive feedback. Students strongly agreed that AI should supplement rather than replace teacher feedback. The study highlights a dual perception of AI as both a supportive scaffold and a potential threat to independent skill development. Findings support a human–AI collaborative model that promotes guided autonomy, AI literacy, and ethical awareness. The study contributes student-centered insights from a developing country context and underscores the need for institutional policies and pedagogical strategies to ensure responsible AI integration in academic writing.