ESL LEARNERS’ EXPERIENCES WITH AI WRITING TOOLS: A NETNOGRAPHIC STUDY AT UNIVERSITIES IN SINDH, PAKISTAN

Abstract

The rapid use of digital writing tools in higher education has changed academic writing practices worldwide, yet the experiences of ESL learners in Pakistan’s multilingual universities are not well represented in research. This qualitative netnographic study explored how 30 graduate ESL students at three public universities in Sindh, Shaheed Benazir Bhutto University Shaheed Benazirabad, Sindh Agriculture University Tandojam, and Mehran University of Engineering and Technology Jamshoro, experience and make sense of using writing support tools. Guided by Davis's Technology Acceptance Model, data were collected through semi-structured interviews on WhatsApp, producing rich narratives about students’ experiences. Thematic analysis identified three main themes aligned with the research objectives: the perceived impact of writing tools on academic skills, challenges in using these tools, and student suggestions for addressing those challenges. The study also highlights differences between universities as well as common patterns across institutions. Findings show that students benefit from faster writing, improved language, and better organization, but they often lack formal guidance, which raises concerns about dependency and academic integrity. The study concludes with recommendations for context-sensitive policies, integration of digital literacy into curricula, and improvements in digital infrastructure in Sindh’s universities.