Academic Writing with AI: Iraqi EFL Learners’ Perceptions

This study explores the perceptions of intermediate and advanced Iraqi EFL students regarding autonomy and learner identity when using AI tools for writing development. AI tools provide students with immediate feedback on grammar, structure, and clarity, promoting self-reliant learning. While these technologies offer significant benefits, there are concerns about overreliance on AI, potentially undermining students' sense of ownership over their learning and writing progress. Through semi-structured interviews with 30 Iraqi students, the study examines how AI tools impact their perceptions of autonomy and evolving learner identities across proficiency levels. The findings reveal that AI tools support writing improvement, but students express divergent views on whether AI promotes true autonomy or fosters dependency. Advanced students tend to view AI as a supplement to existing skills, while intermediate students often rely more heavily on AI for guidance. This research highlights the complex relationship between AI usage, autonomy, and identity in language learning.