A comparative study of AI-assisted academic writing among graduate students of English studies in Türkiye and Pakistan

This research examines the experiences, perception, and ethical issues involved in the use of AI-supported writing software by graduate students of English Language Teaching (ELT) and English Language and Literature (ELL) in Türkiye and Pakistan. Utilizing a qualitative comparative research design, the study collected data through semi-structured interviews with 24 graduate students from both countries and document analysis of institutional policies and students' actual interactions with AI tools. Thematic analysis showed that students acknowledged benefits such as increased efficiency, linguistic support, and enhanced confidence when using AI programs like Grammarly, ChatGPT, and Quillbot. However, participants also expressed concerns about overdependence, reduced critical thinking, and compromised academic integrity. Significant contextual factors, including digital infrastructure, institutional support, and faculty attitudes, notably influenced AI adoption. Turkish students adopted a pragmatic approach, using AI primarily for editing and refinement, while most Pakistani students used it at all stages but faced challenges like poor infrastructure and strict academic views. Despite varying degrees of acceptance, participants from both contexts emphasized the need for clear ethical guidelines, digital literacy training, and institutional policies to guide responsible AI use. The findings highlight AI's dual nature as both a facilitator and potential disruptor of originality and scholarly rigor. The work contributes to expanding literature on the intersection of technology and academic literacy in diverse linguistic and cultural contexts and provides insights for educators, institutions, and developers.