Artificial Intelligence (AI) in education has changed the way students approach proofreading in academic

writing. Tools such as Grammarly, Quillbot, and ChatGPT offer immediate feedback on grammar, vocabulary,

and style, which enable students to enhance accuracy efficiently. However, concerns remain regarding over-

subjects in both semesters. Total participants expected to answer the survey will be around 60-70 students. A

set of questionnaires will be given to the students to identify whether AI tools are helping them in their

practices and as well as the problems they are facing with these tools. The findings are expected to provide

insight for educators and curriculum designers, offering recommendations for integrating AI tools into English

language instruction while ensuring the development of independent proofreading competence.

Writing instruction is changing as AI-assisted writing tools are incorporated. Instant feedback tools can help

learners in particular by reducing grammatical, vocabulary, and organisational errors. Although these tools can

hasten progress, they may also deter students from paying close attention to the rules, from mastering

style while saving time, their opinions of them are generally positive. Reliance on automated correction,

however, raises questions about a potential decline in critical language engagement.

While AI proofreading tools improve students' writing accuracy, there are questions about how they will affect

education in the long run. On the one hand, it has been demonstrated that AI tools such as Grammarly enhance

the overall quality and grammatical accuracy of writing assignments. However, if students rely too much on

these tools, they run the risk of losing their ability to proofread independently, which will limit their ability to

edit their own writing and critically assess it. Ethical concerns should be taken into consideration to highlight

issues such accessibility and fairness in AI-based education systems (AlArabi, Tairab, Wardat, Belbase, &

Alabidi, 2022; Tariq et al., 2022).

Furthermore, few studies examine how AI impacts students' long-term skill development and autonomy, while

To understand what do students think about the impact, convenience of usage, and utility of AI-assisted

proofreading?

To identify the obstacles students, face while utilising AI tools to preserve their independence and build long-

term proofreading skills?

As AI has gradually taken a stronghold in language and education, tools such as Grammarly, Quillbot, and

ChatGPT have predominantly integrated themselves into proofreading, catering to the convenience of the fast-

paced modern world. These tools provide real-time corrections in syntax, grammar rules, style and sentence

structure (Choi, 2021; Li & Ni, 2023). The shift from traditional proofreading to AI-assisted checking offers

the demand for AI tools.

In contrast to the advantages, a growing concern lies in students’ over-reliance on technology, which leads to

less use of their critical thinking skills. Li (2022) warns that the risk of students depending on AI will result in

underdeveloped because they are not being utilised. Both studies synthesise that the convenience of AI might

hinder cognitive engagement. Students might dismiss the effort of sharpening their minds and abilities when

they have a better option to do the work instead.

Nonetheless, Lai & Bower (2020) argue that positive implications can be derived if the integration of AI into

proofreading is enforced as a supportive tool instead of a substitute for developing proofreading skills. The role

of the educator in this scenario is significant to help students realise that striking a balance brings more benefit

generally hold positive views of such tools, as these applications provide immediate feedback and help them

identify errors that might otherwise be overlooked. Widiyantari and Rahma Aji (2025) report that learners trust

Grammarly for immediate grammar and vocabulary checks, which not only saves time but also promotes

learner independence, while Woodworth and Barkaoui (2020) also highlight that automated writing evaluation

(AWE) systems encourage quicker revisions. Building on this, Dizon and Gold (2023) observe that AI writing

support reduces anxiety in foreign language writing contexts, which explains that learners appreciate not only

together, these findings suggest that students perceive AI supports as more than just corrective devices but as

motivators that boost self-assurance in the writing process.

Despite the positive views, the use of AI tools is not without concerns. Escalante, Pack and Barrett (2023)

caution that students sometimes accept AI suggestions without critical deliberation, raising doubts about

accuracy, context and even ethical use. In a similar way, Budiyono, Marzuki, Pudjaningsih, Prastio and

that acceptance of AI tools is not absolute. Instead, learners need to embrace the benefits while being mindful

that responsible and guided use is still necessary.

The use of AI has been proven to be widely useful and when it comes to education, 88% students are reported

to have integrated the use of AI in their assignments and tasks (Digital Education Council, 2024) which helps

to reshape the learning environment. In terms of proofreading, AI proofreading programmes have helped

students to proofread accurately by allowing them to produce work that is more efficient (Bird, 2024).

According to Dizon and Gold (2023), students are able to proofread accurately as software like Grammarly

corrects not only basic linguistic features, but it also contributes tremendously in terms of cultural and

contextual awareness which are often overlooked by students. This is further supported by Al Sawi and Alaa

(2024) where the use of AI in proofreading is proven to be effective in reducing misunderstanding which stems

study expressed their relief with the help of AI proofreading tools in writing.

independence and long-term proofreading skills. The excessive use or over-reliance on AI promotes will cause

dependent learners who lack critical thinking skills (Fedrovic, 2024) when students accept what is suggested

by AI without engaging in deeper thinking. Another obstacle is that the sole dependence on AI tools in

proofreading without personal language skills or understanding of the context will lead to inappropriate

alteration of intended meanings. This is agreed by Niskanen, Sipola and Väänänen (2023) where the use of AI

sometimes tends to negatively affect the delivery of the message. Over time, this unsupervised use of AI in

proofreading will deteriorate the students’ ability to write as their skills are underdeveloped.

It is undeniable that the use of AI brings endless possibilities and benefits to both the educators and students in

advantages in enhancing students’ writing accuracy. It also helps to boost their confidence level as learners. AI-

assisted proofreading tools like Grammarly and ChatGPT provide instant feedback as well as prompt

assistance in making corrections of writing errors. However, relying heavily on AI-assisted proofreading tools

has its own disadvantages. By relying on these technologies, proofreading learners face a potential decline in

their critical thinking and general independent proofreading skills (Luo, 2024).

While AI-assisted proofreading tools can become a good proofreading assistant, educators must guide learners

in using these technologies ethically (Al-Ali & Miles, 2025). By raising awareness of the ethical implications

as well as other disadvantages of abusing AI-assisted proofreading tools, learners will be able to fully utilise

the technologies without jeopardizing their learning goals and objectives. Consequently, instructional strategies

that educators apply must focus on AI-assisted proofreading tools as a complement to the proofreading

9. Dizon, G., & Gold, J. (2023). Exploring the effects of Grammarly on EFL students’ foreign language