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Abstract
The growing use of artificial intelligence (AI) has provided students with new tools that may support academic
writing. Tools such as ChatGPT, Grammarly, and QuillBot can provide feedback on grammar, vocabulary,
sentence structure, and clarity. However, their use has also raised concerns about inaccurate feedback,
overreliance, and the need for students to evaluate AI-generated suggestions carefully. This study explored how
MA students from different universities in Libya use AI-assisted proofreading tools in academic writing, the
challenges they face, and their perceptions of the perceived impact of these tools on their writing. An exploratory
qualitative approach was adopted, and data were collected through semi-structured interviews with ten MA
students selected through purposive sampling. The findings showed that participants used AI-assisted
proofreading tools during different stages of writing, including drafting, revision, and final proofreading. They
reported benefits such as identifying language errors, developing vocabulary, improving sentence structure and
clarity, saving time, and increasing confidence. However, participants also reported challenges, including
unsuitable AI suggestions, difficulties in using prompts, possible overreliance, academic integrity concerns,
privacy issues, and limited access to some features. Overall, participants viewed AI-assisted proofreading tools as
helpful sources of support for academic writing rather than replacements for their own work. The findings
highlight the importance of evaluating AI-generated feedback critically while maintaining students’
responsibility for their ideas and final writing.