The Use of AI Tools in Writing Research Proposals: Perceptions, Practices, and Academic Implications Among Students
DOI:
https://doi.org/10.54536/ajet.v5i2.7319Keywords:
Academic Implications, AI Tools, Perceptions, PracticesAbstract
The increasing integration of artificial intelligence (AI) in academic settings has transformed the way students approach research writing. This study investigates the types of AI tools commonly used by third-year BS Information Technology students at Mindoro State University (MinSU) in developing research proposals. It also explores their perceptions of AI-assisted writing, its influence on research quality and originality, and associated ethical implications. Employing an exploratory research design, in-depth interviews were conducted using a researcher-made guide covering four major objectives. Findings reveal that students frequently use AI-powered tools such as Grammarly, QuillBot, and ChatGPT for grammar correction, paraphrasing, and idea generation. Additionally, citation managers like Mendeley and Zotero, and plagiarism detection tools like Turnitin, are widely adopted. Students view AI tools as beneficial for enhancing writing efficiency, coherence, and content structure. However, concerns about over-reliance, loss of originality, fabricated sources, and ethical boundaries were also expressed. While AI tools support the research writing process, students stress the importance of human revision and critical thinking to ensure authenticity. The study highlights a significant variance in AI use based on individual writing skills, task complexity, and institutional policy clarity. It underscores the dual role of AI—as both a valuable academic aid and a potential threat to intellectual autonomy and academic integrity. The findings emphasize the need for clear institutional guidelines, AI literacy programs, and responsible integration strategies to promote ethical and effective use of AI in research writing across higher education institutions.
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