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All Journal Journal of General Education and Humanities DUTIES: Education and Humanities International Journal
Naufal Fidha Sulaeman
Saxion University of Applied Sciences
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Investigating Students’ Views on the Role of Generative AI in Academic Writing Utami Rosalina; Salah Abobaker Almabruk Shahat; Naufal Fidha Sulaeman
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1208

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) in higher education has raised pedagogical and ethical concerns regarding its role in academic writing. This study investigates students’ views on the anticipated functions, perceived benefits, and challenges of AI-assisted academic writing. A convergent parallel mixed-methods design was employed, involving 89 second-year students with prior experience using GenAI tools. Quantitative data were analyzed using descriptive statistics, and qualitative interview data were analyzed using thematic analysis. The findings indicate that most students perceive GenAI as a writing assistant (85%) and feedback provider (78%). A substantial proportion report increased writing efficiency (82%) and improved writing quality (76%) when using GenAI tools. However, concerns regarding over-dependence (45%) and potential plagiarism risks (32%) were also identified. Overall, students position GenAI as a supportive pedagogical aid that enhances drafting and revision processes while acknowledging important ethical and cognitive challenges. These findings highlight the need for structured instructional guidance and the development of AI literacy to ensure responsible and pedagogically aligned integration of GenAI in academic writing instruction.
University Students' Use of AI Chatbot Companions for Academic Help Seeking: Benefits and Challenges Naufal Fidha Sulaeman; Kurnihayati Kurnihayati
DUTIES: Education and Humanities International Journal Vol. 2 No. 2 (2026): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v2i2.432

Abstract

The increasing adoption of generative artificial intelligence (AI) has transformed the ways university students seek academic support, yet little is known about how AI chatbot companions are integrated into students' academic help-seeking behaviours. This qualitative study explored how university students use AI chatbot companions as part of their academic help-seeking processes and examined their perceptions of the benefits and challenges associated with their use. Guided by Karabenick and Dembo's (2011) academic help-seeking process model, the study employed a qualitative descriptive design. Data were collected through semi-structured interviews with university students who had experience using AI chatbot companions for academic purposes. The interview data were analysed using reflexive thematic analysis through a hybrid deductive-inductive approach. The findings revealed that students incorporated AI chatbot companions into a dynamic help-seeking process by recognizing learning difficulties, strategically selecting AI as an academic help source, engaging in iterative dialogue, and critically evaluating AI-generated assistance before applying it to their learning. Participants perceived AI chatbot companions as accessible, personalized, and psychologically safe learning partners that supported self-regulated learning. However, they also expressed concerns regarding the reliability of AI-generated information, the need for information verification, and the potential risk of overreliance. The study extends Karabenick and Dembo's academic help-seeking process model by positioning AI chatbot companions as an emerging academic help source within higher education. The findings further highlight the importance of fostering AI literacy, critical evaluation skills, and responsible AI use to maximize the educational value of AI chatbot companions.
Co-Authors Kurnihayati Kurnihayati Salah Abobaker Almabruk Shahat Utami Rosalina