EFL POSTGRADUATE STUDENTS’ ADOPTION AND PERCEPTIONS OF CHATBOT-ASSISTED ACADEMIC WRITING
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(1) * Septi Rahmayanti
Universitas Negeri Malang
Indonesia
(2) Francisca Maria Ivone Universitas Negeri Malang
Indonesia
(3) Sintha Tresnadewi Universitas Negeri Malang
Indonesia
(4) Singhanat Nomnian Mahidol University International Demonstration School
Thailand
(*) Corresponding Author
Abstract
Recently, chatbots have undoubtedly become valuable tools for foreign language learning, particularly in the context of academic writing. They influence the writing process, writing output, and language acquisition; however, their use also raises significant ethical and pedagogical concerns. This qualitative study employs the Technology Acceptance Model (TAM) framework to investigate the adoption and perceptions of chatbot-assisted academic writing among English as a Foreign Language (EFL) learners. Data were collected from 25 EFL learners enrolled in an English Language Education (ELE) postgraduate program through surveys and
interviews. The study examines the use of chatbots across all phases of academic writing and explores the characteristics that contribute to their efficacy. The data was analyzed following the three stages of qualitative analysis by Miles et al. (2014), i.e., data condensation, data display, and drawing and verifying conclusions.
Specifically, the study examines EFL learners' adoption and perceptions of chatbotassisted writing based on perceived ease of use, perceived usefulness, attitudes toward usage, intention to use, actual use, and external variables. By investigating the experiences and attitudes of postgraduate EFL learners, the study aims to
provide insights into the extent to which chatbots facilitate or potentially hinder the development of academic writing skills. The findings indicate that postgraduate students generally hold positive perceptions of chatbots, considering them useful tools for enhancing writing quality and efficiency. Future research could explore the
long-term effects of chatbot-assisted writing and the complexities of student engagement and interaction with chatbot technology in various academic writing contexts.
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References
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Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. Int J Educ Technol High Educ 20, 43 https://doi.org/10.1186/s41239-023-00411-8
Creswell, J. W. (2015). Educational Research - Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 5th Edition. Pearson.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340. http://dx.doi.org/10.2307/249008
Ekellem, E. A. F. (2023). Conversational AI in academia: A practical exploration with ChatGPT. 2023 7th International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT). https://doi.org/10.1109/ISMSIT58785.2023.10304845
Gervacio, M. J. (2023). Breaking barriers in academic writing: The uses of chat AI eodels in empowering international TESOL students. International Journal of Asian Education, 4(4), 256–264. https://doi.org/10.46966/ijae.v4i4.361
Hakiki, G. N. R. (2021). Perception of EFL students on the use Grammarly application in writing class. Eduvelop: Journal of English Education and Development, 4(2), 99–106.
Haristiani, N. (2019, November). Artificial Intelligence (AI) chatbot as language learning medium: An inquiry. In Journal of Physics: Conference Series (Vol. 1387, No. 1, p. 012020). IOP Publishing. https://doi.org/10.1088/1742-6596/1387/1/012020
Hostetter, A., Call, N., Frazier, G., James, T., Linnertz, C., Nestle, E., & Tucci, M. (2023). Student and Faculty Perceptions of Artificial Intelligence in Student Writing. (Pre-print). Retrieved from https://osf.io/preprints/psyarxiv/7dnk9
Huang, H. -W., Teng, D. C. -E., & Wu, R. (2023). Teaching Chatbot Prompt Strategies in EFL Essay Writing Instruction. The 5th International Workshop on Artificial Intelligence and Education (WAIE), Tokyo, Japan, pp. 12-17. https://doi.org/10.1109/WAIE60568.2023.00010
Huang, K. (2023). Alarmed by AI chatbots, universities start revamping how they teach. New York Times. Retrieved from https://www.nytimes.com/2023/01/16/technology/chatgpt-artificial-intelligence-universities.html
Huang, W., Hew, K. F., & Fryer, L. K. (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38, 237–257. https://doi.org/10.1111/jcal.12610
Hutson, J., Plate, D., & Berry, K. (2024). Embracing AI in English Composition: Insights and Innovations in Hybrid Pedagogical Practices. International Journal of Changes in Education, 1(1), 19–31. https://doi.org/10.47852/bonviewIJCE42022290
Irwanto. (2002). Psikologi umum. PT. Prenhallindo.
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14, 237–242 https://doi.org/10.3758/BF03194058.
Kirmani, A. R. (2022). Artificial intelligence-enabled science poetry. ACS Energy Letters, 8, 574–576.
Kukulska-Hulme, A. (1988). Computer-assisted reference skill development. In: Ager, D. E. ed. Written Skills in the Modern Languages Degree. Birmingham, U.K.: AMLC in association with CILT (Centre for Information on Language Teaching & Research), pp. 149–157.
Kurniati, E. Y., & Fithriani, R. (2022). Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class. Journal of English Language Teaching and Linguistics, 7(3), 437–451. http://dx.doi.org/10.21462/jeltl.v7i3.852
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook, 3rd Ed. SAGE Publications Ltd.
Mohamed, S. S. A., & Alian, E. M. I. (2023). Students’ attitudes toward using chatbot in EFL learning. Arab World English Journal (AWEJ), 14(3), 15–27. https://dx.doi.org/10.24093/awej/vol14no3.2
Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing the risks. Indian Journal of Ophthalmology 71(12), 3600–3606. https://doi.org/10.4103/IJO.IJO_718_23
O’Brien, T. (2004). Writing in a foreign language: teaching and learning. Language Teaching, 37(1), 1–28. https://doi.org/10.1017/S0261444804002113
Pitychoutis, K. M. (2024). Harnessing AI chatbots for EFL essay writing: A paradigm shift in language pedagogy. Arab World English Journal, Special Issue on ChatGPT, 197–209. https://dx.doi.org/10.24093/awej/ChatGPT.13
Reichelt, M. (2002). A critical review of foreign language writing research on pedagogical approaches. The Modern Language Journal, 85(4), 499–648. https://doi.org/10.1111/0026-7902.00127
Saltina, W. O., Kamaluddin, K., & Sapan, Y. T. (2022). Students’ perception toward the use of google translate to their writing assignment at English Department of Halu Oleo University. Journal of Teaching of English, 7(4), 78–90. Retrieved from https://jte.uho.ac.id/index.php/journal/article/view/133
Sasikumar, A., & Sunil, M. V. (2023). Students’ preference in using chatbots for academic writing. Indian Journal of Science and Technology 16(36), 2912–2919. https://doi.org/10.17485/IJST/v16i36.1850
Selim, A. S. M. (2024). The Transformative Impact of AI-Powered Tools on Academic Writing: Perspectives of EFL University Students. International Journal of English Linguistics, 14(1), 14–29. https://doi.org/10.5539/ijel.v14n1p14
Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, 103862. https://doi.org/10.1016/j.compedu.2020.103862
Soodan, V., Rana, A., Jain, A., & Sharma, D. (2024). AI chatbot adoption in academia: Task fit, usefulness, and collegial ties. Journal of Information Technology Education: Innovations in Practice, 23, 1–27. https://doi.org/10.28945/5260
Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022, February). Students’ Perceptions of the Use of AI in a Writing Class. In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 52-57). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.009
Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe?. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232–256. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/256723
Wang, Y. (2024). Reviewing the Usage of ChatGPT on L2 students’ English Academic Writing Learning. Journal of Education, Humanities and Social Sciences, 30, 173–178. https://doi.org/10.54097/dvjkj706
Wollny, S., Schneider, J., Mitri, D. D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence, 4, 1–18. https://doi.org/10.3389/frai.2021.654924
Yuan, Y., Li, H. & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: opportunities and challenges in education. Language Learning in Higher Education, 14(1), 41–56. https://doi.org/10.1515/cercles-2023-0006
Zhao, X. (2023). Leveraging artificial intelligence (AI) technology for English Wwriting: introducing Wordtune as a digital writing assistant for EFL writers. RELC Journal, 54(3), 890–894. https://doi.org/10.1177/00336882221094089
Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. Hindawi Education Research International, Article ID 4253331, 1–15. https://doi.org/10.1155/2023/4253331
Altmäe, S., Sola-Leyva, A., & Salumets, A. (2023). Artificial intelligence in scientific writing: a friend or a foe?. Reproductive Biomedicine Online, 47(1), 3–9. https://doi.org/10.1016/j.rbmo.2023.04.009
Alqadi, R., Airbaiyan, A., Airumayyan, N., Alqahtani, N. & Najjar A. B. (2023). Exploring the User Experience and the Role of ChatGPT in the Academic Writing Process. 2023 Congress in Computer Science, Computer Engineering, & Applied Computing (CSCE), Las Vegas, NV, USA, 2023, pp. 1082-1089. https://doi.org/10.1109/CSCE60160.2023.00180
Alsaedi, N. (2024). ChatGPT and EFL/ESL writing: A systematic review of advantages and challenges. English Language Teaching, 17(5), 41–50. https://doi.org/10.5539/elt.v17n5p41
Altun, M. (2023). Developing writing abilities in L2: A review. International Journal of Social Sciences & Educational Studies, 10(2), 175–178. https://doi.org/10.23918/ijsses.v10i2p175
Antu, S. A., Chen, H., & Richards, C. K. (2023). Using LLM (Large Language Model) to Improve Efficiency in Literature Review for Undergraduate Research. CEUR Workshop Proceedings: Empowering Education with LLMs – the Next-Gen Interface and Content Generation, July 7, 2023, Tokyo, Japan. pp. 1-9. Retrieved from https://ceur-ws.org/Vol-3487/short2.pdf
Aydın, Ö., Karaarslan, E. (2022). OpenAI ChatGPT Generated Literature Review: Digital Twin in Healthcare. In Ö. Aydın (Ed.), Emerging Computer Technologies 2 (pp. 22-31). İzmir Akademi Dernegi. http://dx.doi.org/10.2139/ssrn.4308687
Baskara, F. X. R. (2023). Integrating ChatGPT into EFL writing instruction: Benefits and challenges. International Journal of Education and Learning, 5(1), 44–55. https://doi.org/10.31763/ijele.v5i1.858
Brinegar, B. (2023). Chatbots as a supplementary language learning tool: Advantages, concerns, and implementation. International Journal of Education and Social Science Research (IJESSR), 6(6), 223–230. https://doi.org/10.37500/IJESSR.2023.6615
Kairu, C. (2022). A review of chatbots in higher education: current trends, applications, challenges and future implications. 16th International Technology, Education and Development Conference (INTED2022) Proceedings, pp. 9928-9935. https://doi.org/10.21125/inted.2022.2615
Caprioglio, A., & Paglia, L. (2023). Fake academic writing: ethics during chatbot era. European Journal of Paediatric Dentistry, 24(2), 88–89. https://doi.org/10.23804/ejpd.2023.24.02.01
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. Int J Educ Technol High Educ 20, 43 https://doi.org/10.1186/s41239-023-00411-8
Creswell, J. W. (2015). Educational Research - Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 5th Edition. Pearson.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340. http://dx.doi.org/10.2307/249008
Ekellem, E. A. F. (2023). Conversational AI in academia: A practical exploration with ChatGPT. 2023 7th International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT). https://doi.org/10.1109/ISMSIT58785.2023.10304845
Gervacio, M. J. (2023). Breaking barriers in academic writing: The uses of chat AI eodels in empowering international TESOL students. International Journal of Asian Education, 4(4), 256–264. https://doi.org/10.46966/ijae.v4i4.361
Hakiki, G. N. R. (2021). Perception of EFL students on the use Grammarly application in writing class. Eduvelop: Journal of English Education and Development, 4(2), 99–106.
Haristiani, N. (2019, November). Artificial Intelligence (AI) chatbot as language learning medium: An inquiry. In Journal of Physics: Conference Series (Vol. 1387, No. 1, p. 012020). IOP Publishing. https://doi.org/10.1088/1742-6596/1387/1/012020
Hostetter, A., Call, N., Frazier, G., James, T., Linnertz, C., Nestle, E., & Tucci, M. (2023). Student and Faculty Perceptions of Artificial Intelligence in Student Writing. (Pre-print). Retrieved from https://osf.io/preprints/psyarxiv/7dnk9
Huang, H. -W., Teng, D. C. -E., & Wu, R. (2023). Teaching Chatbot Prompt Strategies in EFL Essay Writing Instruction. The 5th International Workshop on Artificial Intelligence and Education (WAIE), Tokyo, Japan, pp. 12-17. https://doi.org/10.1109/WAIE60568.2023.00010
Huang, K. (2023). Alarmed by AI chatbots, universities start revamping how they teach. New York Times. Retrieved from https://www.nytimes.com/2023/01/16/technology/chatgpt-artificial-intelligence-universities.html
Huang, W., Hew, K. F., & Fryer, L. K. (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38, 237–257. https://doi.org/10.1111/jcal.12610
Hutson, J., Plate, D., & Berry, K. (2024). Embracing AI in English Composition: Insights and Innovations in Hybrid Pedagogical Practices. International Journal of Changes in Education, 1(1), 19–31. https://doi.org/10.47852/bonviewIJCE42022290
Irwanto. (2002). Psikologi umum. PT. Prenhallindo.
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14, 237–242 https://doi.org/10.3758/BF03194058.
Kirmani, A. R. (2022). Artificial intelligence-enabled science poetry. ACS Energy Letters, 8, 574–576.
Kukulska-Hulme, A. (1988). Computer-assisted reference skill development. In: Ager, D. E. ed. Written Skills in the Modern Languages Degree. Birmingham, U.K.: AMLC in association with CILT (Centre for Information on Language Teaching & Research), pp. 149–157.
Kurniati, E. Y., & Fithriani, R. (2022). Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class. Journal of English Language Teaching and Linguistics, 7(3), 437–451. http://dx.doi.org/10.21462/jeltl.v7i3.852
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook, 3rd Ed. SAGE Publications Ltd.
Mohamed, S. S. A., & Alian, E. M. I. (2023). Students’ attitudes toward using chatbot in EFL learning. Arab World English Journal (AWEJ), 14(3), 15–27. https://dx.doi.org/10.24093/awej/vol14no3.2
Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing the risks. Indian Journal of Ophthalmology 71(12), 3600–3606. https://doi.org/10.4103/IJO.IJO_718_23
O’Brien, T. (2004). Writing in a foreign language: teaching and learning. Language Teaching, 37(1), 1–28. https://doi.org/10.1017/S0261444804002113
Pitychoutis, K. M. (2024). Harnessing AI chatbots for EFL essay writing: A paradigm shift in language pedagogy. Arab World English Journal, Special Issue on ChatGPT, 197–209. https://dx.doi.org/10.24093/awej/ChatGPT.13
Reichelt, M. (2002). A critical review of foreign language writing research on pedagogical approaches. The Modern Language Journal, 85(4), 499–648. https://doi.org/10.1111/0026-7902.00127
Saltina, W. O., Kamaluddin, K., & Sapan, Y. T. (2022). Students’ perception toward the use of google translate to their writing assignment at English Department of Halu Oleo University. Journal of Teaching of English, 7(4), 78–90. Retrieved from https://jte.uho.ac.id/index.php/journal/article/view/133
Sasikumar, A., & Sunil, M. V. (2023). Students’ preference in using chatbots for academic writing. Indian Journal of Science and Technology 16(36), 2912–2919. https://doi.org/10.17485/IJST/v16i36.1850
Selim, A. S. M. (2024). The Transformative Impact of AI-Powered Tools on Academic Writing: Perspectives of EFL University Students. International Journal of English Linguistics, 14(1), 14–29. https://doi.org/10.5539/ijel.v14n1p14
Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, 103862. https://doi.org/10.1016/j.compedu.2020.103862
Soodan, V., Rana, A., Jain, A., & Sharma, D. (2024). AI chatbot adoption in academia: Task fit, usefulness, and collegial ties. Journal of Information Technology Education: Innovations in Practice, 23, 1–27. https://doi.org/10.28945/5260
Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022, February). Students’ Perceptions of the Use of AI in a Writing Class. In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 52-57). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.009
Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe?. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232–256. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/256723
Wang, Y. (2024). Reviewing the Usage of ChatGPT on L2 students’ English Academic Writing Learning. Journal of Education, Humanities and Social Sciences, 30, 173–178. https://doi.org/10.54097/dvjkj706
Wollny, S., Schneider, J., Mitri, D. D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence, 4, 1–18. https://doi.org/10.3389/frai.2021.654924
Yuan, Y., Li, H. & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: opportunities and challenges in education. Language Learning in Higher Education, 14(1), 41–56. https://doi.org/10.1515/cercles-2023-0006
Zhao, X. (2023). Leveraging artificial intelligence (AI) technology for English Wwriting: introducing Wordtune as a digital writing assistant for EFL writers. RELC Journal, 54(3), 890–894. https://doi.org/10.1177/00336882221094089
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Published
2025-04-21
How to Cite
Rahmayanti, S., Ivone, F. M., Tresnadewi, S., & Nomnian, S. (2025). EFL POSTGRADUATE STUDENTS’ ADOPTION AND PERCEPTIONS OF CHATBOT-ASSISTED ACADEMIC WRITING. JEES (Journal of English Educators Society), 10(1), 1-14. https://doi.org/10.21070/jees.v10i1.1894
Section
Articles
Copyright (c) 2025 Septi Rahmayanti, Francisca Maria Ivone, Sintha Tresnadewi, Singhanat Nomnian
This work is licensed under a Creative Commons Attribution 4.0 International License.
Funding data
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Universitas Negeri Malang
Grant numbers 15.000.000
