https://jees.umsida.ac.id/index.php/jees <p><strong>JEES (Journal of English Educators Society)</strong> is a peer-reviewed English journal published by Universitas Muhammadiyah Sidoarjo two times a year in April and October. Society in JEES represents the National <a href="https://apspbi.or.id/">Association</a> of English Teachers and facilitates English teachers as scholars and researchers for publishing original research articles, reviews, and brief reports to present the crucial issues faced and experienced in classroom instruction. This journal also accepts articles concerning non-teaching English language aspects, which are important as exposure for enriching global society's English language use.</p> <table class="data" width="100%" bgcolor="#ced6e0"> <tbody> <tr valign="top"> <td width="20%">Accredited</td> <td width="80%"><a title="accreditation certificate" href="http://sinta.kemdikbud.go.id/journals/detail?id=114" target="_blank" rel="noopener"><strong>"S2" by the Ministry of Research-Technology and Higher Education Republic of Indonesia</strong></a><a title="accreditation certificate" href="https://drive.google.com/file/d/1Kdx4Fms1zi5z2mLsPErRTcRbWCi6-n35/view?usp=sharing" target="_blank" rel="noopener"><strong>&nbsp;Download</strong></a></td> </tr> <tr valign="top"> <td width="20%">Abbreviation</td> <td width="80%"><strong>JEES (J. Eng. Educ. Society)</strong></td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="80%"><strong><a href="https://search.crossref.org/?q=2503-3492" target="_blank" rel="noopener">prefix 10.21070&nbsp;</a></strong><a href="https://search.crossref.org/?q=2503-3492" target="_blank" rel="noopener">by&nbsp;</a><a href="https://search.crossref.org/?q=2503-3492" target="_blank" rel="noopener"><img src="https://assets.crossref.org/logo/crossref-logo-landscape-200.svg" alt="Crossref logo" width="75" height="18"></a></td> </tr> <tr valign="top"> <td width="20%">Citation Analysis</td> <td width="80%"><a href="https://jees.umsida.ac.id/index.php/jees/scopuscitation"><strong>SCOPUS</strong></a><strong><a href="https://jees.umsida.ac.id/index.php/jees/scopuscitation">&nbsp;</a>| Web of Science | </strong><a href="https://app.dimensions.ai/analytics/publication/overview/timeline?and_facet_source_title=jour.1158391&amp;local:indicator-y1=citation-per-year-publications"><strong>Dimension</strong></a></td> </tr> <tr valign="top"> <td width="20%">Index Services</td> <td width="80%"><strong><a title="DOAJ" href="https://doaj.org/toc/2503-3492" target="_blank" rel="noopener">DOAJ</a>&nbsp;|&nbsp;<a title="Google Scholar" href="https://scholar.google.co.id/citations?user=rooDAZAAAAAJ&amp;hl=id" target="_blank" rel="noopener">Google Scholar</a>&nbsp;|&nbsp;</strong><a href="https://jees.umsida.ac.id/index.php/jees/IndexingService"><strong>Complete List</strong></a></td> </tr> <tr valign="top"> <td width="20%">ISSN (online)</td> <td width="80%"><strong><a title="ISSN (online)" href="http://u.lipi.go.id/1458633865" target="_blank" rel="noopener">2503-3492</a></strong></td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="80%"><strong><a title="Publisher" href="https://umsida.ac.id/" target="_blank" rel="noopener">Universitas Muhammadiyah Sidoarjo</a></strong></td> </tr> <tr valign="top"> <td width="20%">Editor in Chief</td> <td width="80%"><strong><a title="Editor in Chief" href="https://sinta.kemdikbud.go.id/authors/profile/5974677" target="_blank" rel="noopener">Dr. Fika Megawati, M. Pd.</a></strong></td> </tr> <tr valign="top"> <td width="20%">Managing Editor</td> <td width="80%"><strong><a title="Managing Editor" href="https://sinta.kemdikbud.go.id/authors/profile/5978679" target="_blank" rel="noopener">Dr. Yuli Astutik, M.Pd.</a></strong></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="80%"><strong>2 (two) issues per year (April and October)</strong></td> </tr> <tr valign="top"> <td width="20%">Citation in Scopus</td> <td width="80%"><a href="https://jees.umsida.ac.id/index.php/jees/scopuscitation"><strong>200 (Update January 3, 2024) </strong></a></td> </tr> </tbody> </table> <p>&nbsp;</p> <p>&nbsp;</p> <p><iframe style="border: 0px #ffffff none;" src="https://author.my.id/widget/statistik.php?sinta=114&amp;gs=rooDAZAAAAAJ&amp;hl&amp;sc=200&amp;link=https://jees.umsida.ac.id/index.php/jees/scopuscitation" name="statistik" width="100%" height="350px" frameborder="&quot;0&quot;&quot;" marginwidth="0px" marginheight="0px" scrolling="no"></iframe></p> Universitas Muhammadiyah Sidoarjo en-US JEES (Journal of English Educators Society) 2503-3492 https://jees.umsida.ac.id/index.php/jees/article/view/1894 <p>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<br>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.<br>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<br>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 <br>long-term effects of chatbot-assisted writing and the complexities of student engagement and interaction with chatbot technology in various academic writing contexts.</p> Septi Rahmayanti Francisca Maria Ivone Sintha Tresnadewi Singhanat Nomnian Copyright (c) 2025 Septi Rahmayanti, Francisca Maria Ivone, Sintha Tresnadewi, Singhanat Nomnian https://creativecommons.org/licenses/by/4.0 2025-04-21 2025-04-21 10 1 1 14 10.21070/jees.v10i1.1894