The Opportunities, Challenges, and Impacts of Artificial Intelligence on Research Writing among English Language and Literature Students at Jimma University: A Mixed-Methods Study

Abstract This study investigates the opportunities, challenges, and impacts of artificial intelligence (AI) in research writing within the Department of English Language and Literature at Jimma University, Ethiopia. Adopting a sequential explanatory mixed-methods design, the research collected quantitative data from 256 students through structured questionnaires and qualitative data from 10 instructors via semi-structured interviews, supplemented by document analysis of research proposals and theses. Quantitative data were processed using SPSS version 28, employing descriptive statistics, independent samples t-tests, one-way MANOVA, ANCOVA, and multiple regression analysis. Qualitative data were analyzed thematically. Findings reveal that AI tools are widely used by students for grammar correction, paraphrasing, idea generation, and literature synthesis, with 87.5% reporting regular use. Significant opportunities include improved writing quality, enhanced productivity, and reduced language barriers. However, substantial challenges emerged, including overreliance, diminished critical thinking, ethical concerns regarding plagiarism, and infrastructural constraints. MANOVA results indicate significant multivariate effects of academic level on AI use patterns (Wilks' Λ = .742, F(6, 502) = 14.82, p < .001, partial η² = .141). Regression analysis identifies perceived usefulness (β = .412, p < .001), digital literacy (β = .287, p < .001), and access to AI tools (β = .201, p = .003) as significant predictors of AI integration in research writing. The study concludes that while AI presents transformative opportunities for research writing in Ethiopian higher education, structured pedagogical integration and institutional policy frameworks are urgently needed.