This study explores graduate students’ critical reflections on their use of artificial intelligence (AI) tools in a Research Writing course, focusing on their perceptions of the associated risks and ethical issues, as well as their views on the inclusion of AI in academic writing education. The study was conducted at a university in Ho Chi Minh City, Vietnam, and involved MA students enrolled in a graduate-level Research Writing course. Course activities included class discussions, case studies, problem-solving exercises, peer and instructor feedback, scaffolded writing assignments, and a short research project. Nine MA students volunteered to participate in the study and were interviewed using semi-structured methods, and the interviews were then analyzed using thematic analysis. Results indicate that the course supported students’ development of research writing skills, critical thinking, and AI literacy, although these findings should be interpreted with caution, given the small qualitative sample size. Students reported using AI tools cautiously, verifying AI-generated content against scholarly sources, and appreciating AI for brainstorming, vocabulary enhancement, and outlining, while emphasizing the ongoing need for instructor guidance, peer engagement, and critical assessment. Participants also imagined a hybrid instructional model in which AI supplements rather than substitutes for human teaching. This study contributes to the emerging literature on AI-integrated writing pedagogy by providing context-based insights into the ethical and pedagogically informed integration of AI in graduate-level academic writing instruction in an EFL setting.
https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1877950/abstract
