Scaffold or Substitute? : Korean EFL University Students' Use of Generative AI in Academic Writing

Abstract

This study examines how Korean EFL university students perceive the use of generative AI in academic writing, focusing on whether AI functions as a scaffold that supports learning or as a substitute that reduces cognitive engagement. A mixed-methods design was employed, combining survey data from 169 students with qualitative comments collected through assignments and follow-up interviews. Quantitative results showed that students strongly preferred scaffold-like uses of AI, such as grammar improvement, idea generation, and enhanced understanding, while expressing caution toward substitutive uses that replace independent writing effort. Multiple regression analyses revealed that scaffolding significantly predicted learner autonomy, and both scaffolding and autonomy strongly predicted perceived writing progress. Qualitative findings supported these trends, highlighting students’ reliance on AI for support rather than replacement. These results suggest that generative AI can enhance autonomy and writing confidence when used critically, but may hinder development when over-relied upon. Implications for EFL writing instruction and AI literacy are discussed.