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 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.

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 14:19:02 +0000

This study explores the narrated experiences of four L2 students in undergraduate required composition courses, ENG 101 and ENG 202. This study has two primary purposes: First, it enriches and deepens our understanding of the participants’ narratives. Second, it uses the participants’ narratives to develop pedagogical implications for writing program administrators in regard to FYC two major structures, integration and separation. The study took place at a northeastern public university in the USA and used a narrative research methodology in which the four participants were interviewed and asked to share study materials and artifacts. The findings of the study were presented in the form of five salient themes that speak to the participants’ narrated experiences in those courses, ENG 101 and ENG 202. These themes are: 1) factors influencing the participants’ section selection, 2) L1 classmates as a source and a burden, 3) the impact of section type on engagement, 4) the participants’ perception of the curriculum impacts their performance, and 5) the participants’ identity negotiation. The study concludes that writing programs should not impose any structure on L2 students but should allow both structures and empower students’ agency to choose.

JEES (Journal of English Educators Society)

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

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