JEES (Journal of English Educators Society)

EFL POSTGRADUATE STUDENTS’ ADOPTION AND PERCEPTIONS OF CHATBOT-ASSISTED ACADEMIC WRITING

Septi Rahmayanti — 2025-04-21

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 andperceptions 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 chatbot - assisted 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 studentengagement and interaction with chatbot technology in various academic writing contexts.

HIGHLIGHTS:

Positive Adoption of Chatbots in Academic Writing: Postgraduate EFL students generally perceive chatbots as useful, accessible, and efficient tools that help them improve the quality, organization, and speed of their academic writing, especially during planning, drafting, revising, and editing stages.
Challenges and Ethical Concerns Remain: Despite the benefits, students show caution regarding overreliance on chatbots, particularly for formatting, citing, and referencing, due to concerns about accuracy, reliability, and maintaining academic integrity.
Technology Acceptance Model (TAM) Validation: The study confirms that perceived ease of use, perceived usefulness, positive attitudes, and intention to use are strong factors driving chatbot adoption, supporting the applicability of the TAM framework in EFL academic writing contexts.

Division Or Integration of Labor: Exploring Course Experiences of Four L2 Students in Separated and Integrated Undergraduate Composition Courses

Mohamed Yacoub — 2025-04-26

This study explores the narrated experiences of four L2 students enrolled in required undergraduate composition courses, ENG 101 and ENG 202. It pursues two primary purposes: first, to enrich and deepen our understanding of the participants’ narratives; and second, to draw upon these narratives to develop pedagogical implications for writing program administrators regarding the two major structures of First Year Composition (FYC) programs; integration and separation. Conducted at public university in the northeastern United States, the study employed a narrative research methodology, in which the four participants were interviewed and asked to share study materials and artifacts. The findings are presented through five salient
themes that reflect the participants’ experiences in ENG 101 and ENG 202. These themes are: 1) factors influencing the participants’ section selection, 2) L1 classmates as both a resource and a challenge, 3) the impact of section type on student engagement, 4) how participants’ perception of the curriculum influenced
their performance, and 5) the negotiation of student identity. The study concludes that writing programs should not impose a single structure on L2 students but should offer both options, thereby supporting students’ agency in making informed choices.

HIGHLIGHTS:

Offering Both Integrated and Separated Sections Supports Student Agency: The study found that L2 students benefit when they are given the choice between multilingual (separated) and mainstream (integrated) composition courses, as this supports their confidence, academic needs, and personal growth.
L1 Classmates Are Both a Resource and a Challenge for L2 Students: While some L2 students feel intimidated by native speakers and engage less in integrated classes, others see American classmates as valuable for improving their English skills and learning about local culture.
Curriculum and Engagement Are Shaped by Section Type: Participants’ perceptions of reading materials, writing assignments, and classroom discussions varied depending on whether they were in integrated or separated sections, with integrated sections offering more opportunities for cultural exchange but also presenting greater challenges for active participation.

Navigating Undergraduate Thesis Journey: Qualitative Exploration of Challenges, Strategies, and Skills in English Department Students

Endah Yulia Rahayu — 2025-04-29

This study investigates the complex challenges, strategies, and skills development of English as a Foreign Language (EFL) undergraduate students during their thesis writing journey. While the undergraduate thesis represents a crucial milestone in higher education, EFL students face significant linguistic, psychological, and
technical barriers that impact their academic progress. Using a qualitative approach and semi-structured interviews with eight undergraduate students from various Indonesian universities, this study examined their experiences in thesis writing. The research employed reflexive thematic analysis, using NVivo 15 software to process and analyze the data. The findings reveal three primary dimensions of challenges: linguistic knowledge and writing competence, psychological and emotional barriers, and resource-related technical constraints. Students employed various adaptive strategies, including self-management techniques, technological assistance, and comprehensive support networks to overcome these challenges. The study also identified the development of essential competencies in research methodology, critical thinking, and time management. The results highlight the need for integrated institutional support systems that address both academic and psychological aspects of thesis writing, suggesting curriculum modifications and enhanced supervision frameworks to better support EFL students in their academic journey.

HIGHLIGHTS:

EFL undergraduate students face three interconnected challenges during thesis writing:
linguistic barriers (grammar, academic vocabulary, coherence), psychological obstacles
(stress, isolation, imposter syndrome), and resource-technical constraints (limited access
to materials, technological difficulties).
Successful thesis completion relies on adaptive strategies including structured self-
management techniques, technological tools (AI writing assistants, reference
management software), and comprehensive support networks (supervisors, peers, family)
that address both academic and emotional needs.
The thesis writing journey develops essential transferable competencies beyond academic
writing, including advanced research skills, critical thinking abilities, and time
management proficiency that prepare students for future scholarly and professional
endeavors.

The use of result-linking adverbials in argumentative essays by Indonesian EFL students

Dina Agil Pangestuti — 2025-04-30

Understanding the use of result-linking adverbials in writing argumentative essays is crucial for both educators and EFL learners. However, EFL learners often struggle with the appropriate usage. Limited research has examined how Indonesian EFL learners employ these linking adverbials in argumentative writing. This study investigates the frequency, positional distribution, and functional usage of result - linking adverbials in argumentative essays written by Indonesian EFL Learners. It adopts a qualitative descriptive approach, analyzing 50 essays (each 200 -300 words) from the ICNALE corpus, authored by Indonesian EFL students at the B1_1, B1_2, and B2 proficiency levels. The essays address two standardized topics: part- time job for college students and smoking bans in restaurants. The data were analyzed with respect to result - linking adverbial types (so, therefore, hence, thus, consequently, and as a result), frequency, syntactic position (initial, medial, and final), and functional roles (e.g., concluding and cause - and - effect relationships). The findings revealed a predominance of “so” primarily in sentence - initial position, indicating overreliance on the informal register. Most result - linking adverbials were placed in the sentence - initial position, whereas “thus” was predominantly found in the sentence - medial position. Indonesian EFL students tended to use result - linking adverbial to draw conclusions rather than to indicate consequences or express cause - and - effect relationships. Habit formation, first language interference, and instructional practices are identified as potential factors affecting their usage of result-linking adverbials in argumentative writing. The results underscore the needfor targeted pedagogy that emphasizes register-appropriate use of linking adverbialand provides explicit instruction on their syntactic positioning.

HIGHLIGTHS:

The findings revealed a predominance of “So” primarily in sentence-initial position,
indicating overreliance on the informal register.
Most result-linking adverbials were placed in the sentence-initial position.
Indonesian EFL students tended to use result-linking adverbial to draw conclusions
rather than to indicate consequences or express cause-and-effect relationships.

Multimodal constructions of gender in EFL textbooks: A critical discourse analysis from global perspective

Tanzil Huda — 2025-04-30

Textbooks play a pivotal role in shaping learners’ perceptions of gender norms and social identities. This study investigates how gendered identities are constructed through multimodal elements –

such as text, images, and audio - in a widely used secondary - level English as a Foreign Language (EFL) textbook. Employing a qualitative methodology grounded in Critical Discourse Analysis and multimodal theory, the study reveals recurring patterns in gender representation. While some content challenges traditional stereotypes, subtle yet persistent biases remain, particularly in portrayals of occupational roles, personal agency, and gendered color schemes. Male figures are predominantly depicted as leaders or professionals,

whereas female figures are more often shown in passive or domestic roles. These findings emphasize the need for critically informed revisions of educational materials to promote more inclusive, balanced, and equitable gender representations. The study contributes to global conversations on gender and education by emphasizing the importance of critical literacy in language classrooms and the role of pedagogical design in challenging entrenched gender ideologies.

HIGHLIGHTS:

Male characters are primarily represented in authoritative, professional, and leadership
roles, while female characters are depicted in caregiving and supportive roles.
Multimodal elements (text, audio, images) largely reinforce traditional gender stereotypes,
despite some use of gender-neutral language and diverse role assignments.
The textbook includes selective efforts toward inclusivity, such as female environmental
activists and gender-neutral financial scenarios, indicating a move toward balanced gender
representation.

Exploring English Language Learning through Online Gaming: A Case Study of Two Children

Siti Mafulah — 2025-04-30

Online games are often considered as a disturbance for children, negatively affecting time management, encouraging undesirable habits, and contributing to poor academic performance. While several studies have examined the effects of online games on students, in-depth exploration at the individual level remains limited. Therefore, this study investigates the potential of online games in influencing children's English language acquisition. A case study was employed, with data collected through semi -structured interviews with children and parents. Observations of children while playing online games were conducted, along with an analysis of

documents such as school assignments. The findings show that the child who played online games more frequently demonstrated a stronger grasp of English vocabulary, greater fluency in speaking, and a better ability to respond to questions about words meanings compared to child who played less frequently. Both children, however, met the minimum standard score of the English subject at school. Furthermore, several

benefits of learning English through online games were identified, including increased motivation and confidence. The study also suggests that examining factors such as language aptitude, learning strategies, and environ mental support in the context of online gaming may provide a more comprehensive understanding of how online games can be utilized to enhance children's English language learning.

HIGHLIGHTS:

Learning English through online games based: in this research, learning English through online games need a supportive environment provided by parents, teachers, and peers. It is a vital role in fostering motivation and building children’s confidence in using English. It is essential for parents to recognize that each child possesses unique learning styles and abilities
Increase English ability through game-based: through online game, children increase their English abilities. Child A and B is also reflected in their English subject scores at school. Child A consistently earns higher scores than Child B, which indicates a better understanding of English grammar and sentence structure.
Learning English through online games raise children’s motivation. It is confirmed that after approximately six months of playing online games, Child A and B become more motivated to learn English at school. They were eager to complete homework assignments and shared their experience at school, and motivated to speak in English.