Teaching in the Age of AI: Lecturer Perceptions of AI-Assisted Student Writing in a Private University in Perak, Malaysia

Abstract

The rapid integration of artificial intelligence (AI) writing tools in higher education has generated growing debate about their influence on student learning, writing development, and academic integrity. This study explores lecturers’ perceptions of AI-assisted student writing at a private university in Perak, Malaysia. Semi-structured interviews were conducted with five lecturers to examine how AI tools such as ChatGPT are shaping students’ writing practices, the extent to which students rely on these technologies, and the challenges and opportunities they pose. Findings indicate that AI tools have improved students’ grammar, organization, and vocabulary, especially among those who previously struggled with language proficiency or structuring ideas. However, lecturers also observe increasing dependency on AI-generated content, insufficient understanding of the submitted work, and inconsistent citation practices. These concerns highlight broader questions about authentic learning, ethical use, and the future of academic writing instruction. The study offers insights into how universities can balance AI’s benefits with the need to maintain academic integrity and foster independent thinking, and proposes ways to integrate AI responsibly into the learning environment.