JEES (Journal of English Educators Society)

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

Septi Rahmayanti, Francisca Maria Ivone, Sintha Tresnadewi, Singhanat Nomnian — Mon, 21 Apr 2025 00:00:00 +0000

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 — Sat, 26 Apr 2025 00:00:00 +0000

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

Tue, 29 Apr 2025 00:00:00 +0000

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.

Result-Linking Adverbials in Argumentative Essays by Indonesian EFL Students

Dina Agil Pangestuti, Ni Gusti Ayu Roselani — Wed, 30 Apr 2025 00:00:00 +0000

Understanding the result-linking adverbials in writing argumentative essays is crucial for educators and EFL learners. This phenomenon leads the researchers to investigate the use of result-linking adverbials in argumentative texts by Indonesian EFL learners. This study is a qualitative descriptive analysis of 50 essays of students’ argumentative essays using an Asian foreign language learner’s corpus of EFL students from the first to fourth years of college majoring in social sciences, humanities, sciences and technology, and life sciences in B1_1, B1_2, and B2_0 English proficiency level. The sample is a collection of learners’ 200-300-word essays about two ICNALE common topics (a part-time job for college students and non-smoking at restaurants). We found “so,” “therefore,” “thus,” “consequently,” and “as a result.” In this research, result-linking adverbials “so” were found to have a higher occurrence (46 occurrences). Most of the result-linking adverbials are placed in the sentence-initial. Meanwhile, "thus" is found in the sentence-medial position. Indonesian EFL students mostly use result-linking adverbial to lead a conclusion, not to give a consequent or express cause-and-effect. Students' habit formation, first language interference, and teaching instruction are some possible factors that can affect their usage of result-linking adverbials in writing argumentative texts.