This research explores the English for academic purposes (EAP) written assessment challenges faced by 64 international college foundation pathway students via a survey and five semi-structured interviews. The issues international students experience with written assessment tasks for EAP are investigated, together with what possible motivations they may have for using artificial intelligence (AI) writing tools such as ChatGPT to complete assessments when this is not officially sanctioned, and how these students are using AI writing tools more generally for study purposes.

Results showed that participants experience a range of challenges related to Western academic conventions and linguistic proficiency. These challenges include difficulties with source use, structuring academic writing, academic vocabulary, and grammar. A significant number of participants perceived EAP topics as uninteresting and lacking in relevance to career goals. The most commonly identified possible motivation for using AI inappropriately was lack of time, followed by lack of confidence in writing skills and uninteresting topics. Participant use of AI writing tools more generally for study purposes include getting ideas on how to approach topics and structure academic writing, vocabulary and grammar checking.

The results suggest the need for creative assessment solutions which constructively align learning outcomes and testing with the study and career goals of international students, while mitigating against inappropriate AI use. Linguistic proficiency issues suggest the need for careful attention to learning-oriented, sustainable assessment which promotes mastery goals, builds confidence, and develops skills which are transferrable beyond the classroom.

Keywords: AI writing tools, ChatGPT, EAP, foundation pathway, international students, linguistic proficiency, sustainable assessment.