The Impact of AI Writing Correction Tools on University Students' Self-Regulation and Academic Integrity Awareness
Contributors
- Maira Asghar M.Phil. Scholar, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
- Tayyaba Ashraf Deputy Director, Punjab Education Curriculum Training & Assessment Authority (PECTAA), Punjab, Pakistan.
- Dr. Afshan Naseem Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
Abstract
The increasing reliance on AI writing correction tools has significantly transformed academic writing practices among college and university students, raising critical questions regarding self-regulated learning and academic integrity. Using a quantitative, cross-sectional survey design, this study examined the relationship between the use of AI writing correction tools (e.g., Grammarly, QuillBot) and both self-regulated writing behavior and academic integrity awareness among university students in Pakistan. Data were collected via a structured, validated questionnaire distributed using convenience sampling (N=237). Linear regression and correlation analyses revealed that a positive attitude toward AI significantly predicted self-regulation. Furthermore, AI attitude demonstrated a strong positive correlation with self-regulated writing behavior, a moderate correlation with academic integrity awareness, and a slight positive correlation with actual AI usage behavior. Crucially, academic integrity awareness was significantly predicted by actual AI usage behavior rather than general attitude. Exploratory analyses indicated no significant differences across age groups or degree programs. However, female students reported slightly higher awareness of academic integrity, and private university students consistently outperformed their public university peers across both outcome variables. Overall, the findings suggest that AI writing correction tools support stronger self-regulated writing behavior without compromising academic integrity awareness, supporting their pedagogically framed integration into higher education institutions.
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Corresponding Author
Dr. Afshan Naseem
Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
Corresponding Author: [email protected]
