Lived Experiences and Challenges of Grade 12 Students in Using Artificial Intelligence Tools in Writing: An Interpretive Phenomenological Approach

This study employed Interpretative Phenomenological Analysis (IPA) to explore the lived experiences and challenges of Grade 12 students in using artificial intelligence (AI) tools for writing. It aimed to understand how students perceive, interpret, and integrate AI into their academic writing processes. A group of selected Grade 12 students participated in in-depth interviews, sharing their personal insights on the benefits, limitations, and implications of AI-assisted writing. Through thematic analysis, several superordinate themes emerged: students experienced AI as a support system in structuring and organizing their writing; they developed improved grammar, vocabulary, and clarity through AI assistance; they learned new ways of expressing ideas and refining their drafts; they maintained a sense of ownership and personal voice despite collaborating with AI; and they recognized the importance of critical thinking and the risks of overdependence on AI tools. Additionally, students demonstrated an effort to balance the convenience of AI with the need for personal effort and academic integrity. The findings highlight that while AI tools significantly enhance writing efficiency and confidence, they do not replace essential cognitive and analytical skills required in academic writing. The study underscores the importance of guiding students toward responsible and critical use of AI technologies. These insights contribute to the growing field of education and applied linguistics by providing a deeper understanding of how emerging technologies influence students’ writing development and learning experiences.