Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal English Education and Literature Journal (E-jou) Innovative Science and Technology Learning Journal (ISTLJ)
Khabib Muafi
Universitas Rokania, Riau, Indonesia
Arts Humanities Languange, Linguistic, Communication & Media Other

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The Role of AI in Developing Academic Writing Competence: A Cross-Institutional Analysis of Higher Education Khabib Muafi; Vivi Amanda; Yessi Darmayanti; Uchy Mukho Adrianty; Rianto Rianto; Solehatur Rizkiyah
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1957

Abstract

This study investigates the role of artificial intelligence (AI) in developing academic writing competence among English education students in higher education. Employing a comparative mixed-methods design, the research involved first-semester students from UIN Bukittinggi and Universitas Rokania during the 2025–2026 academic year. Data were collected through pre- and post-writing tests, a Technology Acceptance Model (TAM)-based survey, and semi-structured interviews. Quantitative findings reveal significant improvements in students’ academic writing performance in both institutions, with an average score increase of 12.2 points at UIN Bukittinggi and 7.9 points at Universitas Rokania. Improvements were evident in grammatical accuracy, argumentative coherence, and citation accuracy. Qualitative results indicate that students who received structured AI literacy training engaged more critically with AI feedback, while students without institutional guidance tended to rely passively on AI output. The findings demonstrate that AI-assisted writing is most effective when supported by institutional policies, pedagogical scaffolding, and ethical guidance. This study contributes to the growing discourse on responsible AI integration in academic writing instruction in higher education
Kesadaran Etis Mahasiswa Pendidikan Bahasa Inggris dalam Penggunaan Alat Kecerdasan Buatan (AI) untuk Penulisan Esai Uchy Mukho Adrianty; Pipit Rahayu; Khabib Muafi; Azi Nurazima Juhastri
INNOVATIVE SCIENCE AND TECHNOLOGY LEARNING JOURNAL Vol. 1 No. 2 (2026): Innovative Science and Technology Learning Journal (ISTLJ), Vol 1 No 2, Mei 202
Publisher : Cv. Digital Education Nusantara

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Abstract

The increasing adoption of generative artificial intelligence (AI) in higher education has created new opportunities for learning and academic writing while raising important ethical concerns. Understanding students’ awareness, knowledge, attitudes, and behaviors related to AI use is essential for promoting responsible and ethical academic practices. This study aimed to examine students’ AI ethics awareness, knowledge of academic policies, attitudes toward AI ethics, and actual behavior in AI-assisted writing. A descriptive quantitative research design was employed using a questionnaire distributed to 21 university students. The collected data were analyzed using descriptive statistics, including mean scores and standard deviations. The findings revealed that all four indicators were categorized as high. AI ethics awareness obtained the highest mean score (M = 3.65, SD = 0.66), followed by attitudes toward AI ethics (M = 3.63, SD = 0.85), actual behavior in AI-assisted writing (M = 3.58, SD = 0.82), and knowledge of academic policies (M = 3.43, SD = 0.75). These results indicate that the respondents generally reported high levels of ethical awareness, positive attitudes toward ethical AI use, adequate knowledge of relevant academic policies, and responsible AI-assisted writing practices. In conclusion, the findings suggest that students demonstrate a positive foundation for the responsible use of AI in academic contexts. The consistently high scores across all indicatorss indicate that ethical awareness, knowledge of academic policies, positive attitudes toward AI ethics, and responsible AI-assisted writing practices are well represented among the respondents.
Co-Authors Azi Nurazima Juhastri Pipit Rahayu Rianto Rianto Solehatur Rizkiyah Uchy Mukho Adrianty Uchy Mukho Adrianty Vivi Amanda Yessi Darmayanti