AI-Assisted Academic Writing in ELT: Rethinking ELT Academic Writing through Students’ Experiences with AI Chatbots
DOI:
https://doi.org/10.31849/h5yfdz93Keywords:
AI-assisted academic writing, English Language Teaching, EFL students, Generative AI, AI literacyAbstract
The development of artificial intelligence chatbots has brought about significant changes in the academic writing practices of students at the university level. Although pre-survey results indicate that the use of AI chatbots in academic writing has become quite common among students, comprehensive scientific studies that reveal learning experiences regarding the use of AI chatbots are still limited. This study aims to disclose the Lancang Kuning university students’ learning experience toward the use of AI chatbots in supporting academic writing. This study employed a mixed-method explanatory sequential design. The quantitative phase involved 23 EFL students at Lancang Kuning University who completed perception and attitude questionnaires and an academic writing test in the form of an essay. Subsequently, the qualitative phase involved 10 students who participated in written interviews to further explore their learning experiences with AI chatbots in supporting academic writing. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through thematic analysis proposed by Braun and Clarke (2006). The findings revealed that most students demonstrated good to excellent academic writing performance. The thematic analysis identified three major themes describing students’ learning experiences with AI chatbots in academic writing: AI chatbots as multifunctional writing support tools, sources of emotional and motivational support, and objects of critical awareness regarding their limitations. These findings suggest the importance of integrating AI literacy and responsible AI use into ELT academic writing pedagogy to maximize the benefits of AI chatbots while fostering students’ critical thinking and independent writing skills.
References
Ahmad, T., Zhang, D., Huang, C., Zhang, H., Dai, N., Song, Y., & Chen, H. (2021). Artificial intelligence in sustainable energy industry: Status quo, challenges and opportunities. Journal of Cleaner Production, 289, Article 125834. https://doi.org/10.1016/j.jclepro.2021.125834
Apriani, E., Daulay, S. H., Aprilia, F., Marzuki, A. G., Warsah, I., Supardan, D., & Muthmainnah. (2025). A mixed-method study on the effectiveness of using ChatGPT in academic writing and students’ perceived experiences. Journal of Language and Education, 11(1), 26–45. https://doi.org/10.17323/jle.2025.17913
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, Article 100745. https://doi.org/10.1016/j.asw.2023.100745
Behringer, K., & Maguire, D. (2024). New technology for a new world: How AI is creating opportunities for students and faculty. New Directions for Community Colleges, 2024(208), 91–98. https://doi.org/10.1002/cc.20656
Bhandari, B. L., & Bhandari, S. (2025). Basics of academic writing in English. Kaladarpan कलादर्पण, 5(1), 82–90. https://doi.org/10.3126/kaladarpan.v5i1.74737
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Caldarini, G., Jaf, S., & McGarry, K. (2022). A literature survey of recent advances in chatbots. Information, 13(1), Article 41. https://doi.org/10.3390/info13010041
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20, Article 43. https://doi.org/10.1186/s41239-023-00411-8
Chang, D. H., Lin, M. P.-C., Hajian, S., & Wang, Q. Q. (2023). Educational design principles of using AI chatbot that supports self-regulated learning in education: Goal setting, feedback, and personalization. Sustainability, 15(17), Article 12921. https://doi.org/10.3390/su151712921
Chen, G., Fan, J., & Azam, M. (2025). Exploring artificial intelligence (AI) chatbots adoption among research scholars using unified theory of acceptance and use of technology (UTAUT). Journal of Librarianship and Information Science, 57(4), 1205–1223. https://doi.org/10.1177/09610006241269189
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education, 18(4), 401–413. https://doi.org/10.1080/13562517.2012.752726
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), Article 2290342. https://doi.org/10.1080/2331186X.2023.2290342
Devi, K. G., Rath, M., & Linh, N. T. D. (Eds.). (2020). Artificial intelligence trends for data analytics using machine learning and deep learning approaches. CRC Press.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Duong, T. N. A., & Chen, H. L. (2025). An AI chatbot for EFL writing: Students’ usage tendencies, writing performance, and perceptions. Journal of Educational Computing Research, 63(2), 406–430. https://doi.org/10.1177/07356331241312363
Eriana, E. S., & Zein, A. (2023). Kecerdasan buatan (AI).
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57–63. https://doi.org/10.37074/jalt.2023.6.1.22
Fitria, T. N. (2024). Using chatbot-based artificial intelligence (AI) for writing an English essay: The ability of ChatGPT, Perplexity AI, and ChatSonic. Journal of Language Intelligence and Culture, 6(2), 103–128. https://doi.org/10.35719/jlic.v6i2.139
Flavell, J. (1979). Theories of learning in educational psychology. American Psychologist, 34, 906-911.
Fošner, A. (2024). University students’ attitudes and perceptions towards AI tools: Implications for sustainable educational practices. Sustainability, 16(19), Article 8668. https://doi.org/10.3390/su16198668
Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of chatbot and human task partners. Computers in Human Behavior, 75, 461–468. https://doi.org/10.1016/j.chb.2017.05.045
Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest, and competence. Computers in Human Behavior, 93, 279–289. https://doi.org/10.1016/j.chb.2018.12.023
Garcia-Brustenga, G., Fuertes-Alpiste, M., & Molas Castells, N. (2018). Briefing paper: Los chatbots en educación. eLearn Center, Universitat Oberta de Catalunya.
Gonsalves, C. (2024). Addressing student non-compliance in AI use declarations: Implications for academic integrity and assessment in higher education. Assessment & Evaluation in Higher Education, 50(4), 592–606. https://doi.org/10.1080/02602938.2024.2415654
Graham, O., & Milan, Y. (2025). The influence of AI tools on the student writing process and compositional fluency.
Gruenhagen, J. H., Sinclair, P. M., Carroll, J.-A., Baker, P. R. A., Wilson, A., & Demant, D. (2024). The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments. Computers and Education: Artificial Intelligence, 7, Article 100273. https://doi.org/10.1016/j.caeai.2024.100273
Guo, H., & Zaini, S. H. (2024). Artificial intelligence in academic writing: A literature review. Asian Pendidikan, 4(2), 46–55. https://doi.org/10.53797/aspen.v4i2.6.2024
Hamuddin, B., Supasa, A. Y., Ramadhani, M. R., & Abbas, M. F. F. (2026). When access is not enough: Digital pedagogy and accessibility in Indonesian EFL learning environments. Indonesian EFL Journal, 12(2), 569–582. https://doi.org/10.25134/ieflj.v12i2.133
Heydarnejad, T. (2025). Unmasking the impacts of self-evaluation in AI-supported writing instruction on EFL learners’ emotion regulation, self-competence, motivation, and writing achievement. Computers and Education: Artificial Intelligence, 9, Article 100494. https://doi.org/10.1016/j.caeai.2025.100494
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Automated writing evaluation and feedback: Error correction, linguistic complexity, and writing quality. Journal of Educational Computing Research, 61(4), 823–851. https://doi.org/10.1177/07356331221131560
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), Article ep464. https://doi.org/10.30935/cedtech/13605
Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63–76. https://doi.org/10.1016/j.compedu.2011.08.002
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kim, J., Yu, S., Detrick, R., & Li, N. (2025). Exploring students’ perspectives on generative AI-assisted academic writing. Education and Information Technologies, 30(1), 1265–1300. https://doi.org/10.1007/s10639-024-12878-7
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20, Article 56. https://doi.org/10.1186/s41239-023-00426-1
Lazim, C. S. L. M., Ismail, N. D. B., & Tazilah, M. D. A. K. (2021). Application of technology acceptance model (TAM) towards online learning during COVID-19 pandemic: Accounting students’ perspective. International Journal of Business, Economics and Law, 24(1), 13–20.
Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K–12 English language learners: A systematic review. Information, 16(7), Article 519. https://doi.org/10.3390/info16070519
Liu, W., Lin, Y., & Yu, Z. (2024). A bibliometric analysis of artificial intelligence chatbots in language education. Social Education Research, 5(1), 59–78. https://doi.org/10.37256/ser.5120243372
Lubis, N. K., Azhar, F., & Daud, A. (2025). Students’ perception towards ChatGPT for academic writing at English Study Program FKIP Universitas Riau. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(2), 4026–4038. https://doi.org/10.24256/ideas.v13i2.5887
Luo, B., Lau, R. Y. K., Li, C., & Si, Y.-W. (2022). A critical review of state-of-the-art chatbot designs and applications. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 12(1), Article e1434. https://doi.org/10.1002/widm.1434
Mahfouz, I. M., & AbdelMohsen, M. M. (2025). Investigating college students’ attitudes and perceptions of using ChatGPT in writing language essays. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, 21–39. https://doi.org/10.24093/awej/AI.2
Martono, Drajati, N. A., Rochsantiningsih, D., & Wijaya, S. A. (2023). Intertextuality in pre-service teachers’ argumentative essay in raising AI: Practices and beliefs. Register Journal, 16(2), 186–206. https://doi.org/10.18326/register.v16i2.186-205
Mayuni, I., Lustyantie, N., & Imaniah, I. (2020). Essay writing rubric. Universitas Muhammadiyah Tangerang. https://www.researchgate.net/publication/354380372_Essay_Writing_Rubric
Meniado, J. C., Huyen, D. T. T., Panyadilokpong, N., & Lertkomolwit, P. (2024). Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam. Computers and Education: Artificial Intelligence, 7, Article 100313. https://doi.org/10.1016/j.caeai.2024.100313
Mohammed, S. J., & Khalid, M. W. (2025). Under the world of AI-generated feedback on writing: Mirroring motivation, foreign language peace of mind, trait emotional intelligence, and writing development. Language Testing in Asia, 15, Article 7. https://doi.org/10.1186/s40468-025-00343-2
Nam, B. H., & Bai, Q. (2023). ChatGPT and its ethical implications for STEM research and higher education: A media discourse analysis. International Journal of STEM Education, 10, Article 66. https://doi.org/10.1186/s40594-023-00452-5
Nguyen, P. H., & Dieu, N. B. (2024). An investigation into third-year ELT students’ perceptions of using ChatGPT as an AI writing-assistant tool: A case study in Vietnam. International Journal of Arts, Humanities and Social Sciences Studies, 9(5), 41–55. https://www.ijahss.com/Paper/09052024/1179451928.pdf
Nurhidayah, N., & Jismulatif, J. (2020). A study on reference as cohesive device in essays written by the fourth semester students of the English Study Program Universitas Riau. Journal of Educational Sciences, 4(1), 212–219. https://doi.org/10.31258/jes.4.1.p.212-219
Nwagbara, U. U. (2025). From curiosity to dependency: Nigerian students’ perspectives on AI integration in academic research. Journal of Academic Ethics, 23(4), 2051–2068. https://doi.org/10.1007/s10805-025-09641-z
Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, Article 100033. https://doi.org/10.1016/j.caeai.2021.100033
Onal, S., Kulavuz-Onal, D., & Childers, M. (2025). Patterns of ChatGPT usage and perceived benefits on academic performance across disciplines: Insights from a survey of higher education students in the United States. Journal of Educational Technology Systems, 54(1), 34–66. https://doi.org/10.1177/00472395251341214
Pan, Y., & Zhang, L. (2023). Integrating BIM and AI for smart construction management: Current status and future directions. Archives of Computational Methods in Engineering, 30(2), 1081–1110. https://doi.org/10.1007/s11831-022-09830-8
Purwanti, I. T., Eliwarti, E., & Jismulatif, J. (2023). E-module of meaning in interpersonal context in online learning: Implementation and students’ feedback. AL-ISHLAH: Jurnal Pendidikan, 15(1), 271–286. https://doi.org/10.35445/alishlah.v15i1.2566
Salim, M. A., Ahmad, M. K., & Rashid, R. A. (2023). EFL learners’ acceptance of AI writing tools: A TAM perspective. Journal of Language Teaching and Research, 14(3), 701–711. https://doi.org/10.17507/jltr.1403.18
Songsiengchai, S., Sereerat, B. O., & Watananimitgul, W. (2023). Leveraging artificial intelligence (AI): ChatGPT for effective English language learning among Thai students. English Language Teaching, 16(11), Article 68. https://doi.org/10.5539/elt.v16n11p68
Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33–48. https://doi.org/10.1016/j.compedu.2018.12.005
Suryanti, F., & Ramadhanti, G. (2024). The use of generative AI in higher education students’ writing: A systematic literature review. JEFLE (Journal of English as a Foreign Language Education), 5(1), 34–49. https://doi.org/10.26418/jefle.v5i1.82938
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, Article 100270. https://doi.org/10.1016/j.caeai.2024.100270
Tian, W., Ge, J., Zhao, Y., & Zheng, X. (2024). AI chatbots in Chinese higher education: Adoption, perception, and influence among graduate students—An integrated analysis utilizing UTAUT and ECM models. Frontiers in Psychology, 15, Article 1268549. https://doi.org/10.3389/fpsyg.2024.1268549
Tiwari, V. (2023). Exploring the impact of AI chatbots on academic writing: A user perception survey. JLIS, 48(1–2).
Tortella, F., Palese, A., Turolla, A., Castellini, G., Pillastrini, P., Landuzzi, M. G., ... Rossettini, G. (2025). Knowledge and use, perceptions of benefits and limitations of artificial intelligence chatbots among Italian physiotherapy students: A cross-sectional national study. BMC Medical Education, 25(1), Article 572. https://doi.org/10.1186/s12909-025-07176-w
Vinola, V., Supriusman, S., & Syarfi, M. (2025). Perceptions of students on the use of ChatGPT as a translation tool. Lectura: Jurnal Pendidikan, 16(2), 394–405. https://doi.org/10.31849/283kr275
Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the potential impact of artificial intelligence (AI) on international students in higher education: Generative AI, chatbots, analytics, and international student success. Applied Sciences, 13(11), Article 6716. https://doi.org/10.3390/app13116716
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62, Article 101071. https://doi.org/10.1016/j.jslw.2023.101071
Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns: Comparing children’s reading with a conversational agent vs. a human partner. Computers & Education, 161, Article 104059. https://doi.org/10.1016/j.compedu.2020.104059
Yan, D. (2023). Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967. https://doi.org/10.1007/s10639-023-11742-4
Zhang, Z., Dong, Z., Shi, Y., Matsuda, N., Price, T., & Xu, D. (2024). Students’ perceptions and preferences of generative artificial intelligence feedback for programming. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23250–23258. https://doi.org/10.1609/aaai.v38i21.30372
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Downloads
Published
Issue
Section
License
- Author retains the copyright and grants Elsya Journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Elsya Journal is licensed under 