Investigating AI-Assisted Writing Usage and Writing Confidence Among Postgraduate Students at the Libyan Academy, Janzour

Abstract

Artificial Intelligence (AI) has become an increasingly important tool in higher education, particularly in academic writing. This study aimed to investigate AI-assisted writing usage and writing confidence among postgraduate students at the Libyan Academy, Janzour. A quantitative descriptive cross-sectional design was employed. Data were collected from 59 postgraduate students using a structured questionnaire consisting of three sections: socio-demographic characteristics, AI-assisted writing usage, and writing confidence. Descriptive statistics, including frequencies, percentages, and mean scores, were used to analyze the data. The findings revealed that 96.6% of participants had previous experience using AI tools for writing, with ChatGPT being the most frequently used tool (64.4%). Participants generally reported positive perceptions of AI-assisted writing, particularly regarding writing organization, grammar improvement, and support during writing difficulties. The highest level of agreement was observed for the use of AI in organizing written work effectively. Regarding writing confidence, participants demonstrated moderate to high levels of confidence. The highest mean score was recorded for perceived improvement in writing skills over time (M = 3.94), while confidence in writing independently without assistance received the lowest mean score (M = 3.44). The study concludes that AI-assisted writing technologies are widely used and positively perceived among postgraduate students. These tools appear to support various aspects of the writing process and contribute to students’ confidence in academic writing. The findings provide valuable insights for educators and higher education institutions seeking to integrate AI technologies effectively into academic writing practices.