The rapid advancement of artificial intelligence has transformed the landscape of higher education,
offering new avenues for personalized learning while simultaneously raising critical questions about
academic integrity and pedagogical effectiveness. Although previous research has examined the capabilities
of automated writing tools, limited attention has been devoted to understanding how students actually
integrate such technologies into their daily academic practices. This thesis seeks to address this gap by
investigating the influence of AI-assisted writing tools on the composition processes and critical thinking
development of undergraduate students in English-medium universities. Drawing on a mixed-methods
approach that combines survey data, semi-structured interviews, and textual analysis, the study explores not
only the measurable effects on writing quality but also students' perceptions of autonomy, originality, and
confidence. By situating the inquiry within current debates on digital fluency and higher-education policy,
this research aims to contribute both theoretical insight and practical recommendations for educators
navigating an increasingly automated academic environment. The first chapter establishes the research
context, defines the central terminology, and outlines the primary research questions that guide the
subsequent analysis.
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