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All Journal REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies
Jismulatif Jismulatif
Universitas Riau, Pekanbaru, Indonesia.
Education Languange, Linguistic, Communication & Media Social Sciences

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AI-Assisted Academic Writing in ELT: Rethinking ELT Academic Writing through Students’ Experiences with AI Chatbots Mutia Sari Nursafira; Jismulatif Jismulatif; Supriusman Supriusman; Kurniawan Kurniawan
Elsya : Journal of English Language Studies Vol. 8 No. 2 (2026): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/h5yfdz93

Abstract

The development of artificial intelligence chatbots has brought about significant changes in the academic writing practices of students at the university level. Although pre-survey results indicate that the use of AI chatbots in academic writing has become quite common among students, comprehensive scientific studies that reveal learning experiences regarding the use of AI chatbots are still limited. This study aims to disclose the Lancang Kuning university students’ learning experience toward the use of AI chatbots in supporting academic writing. This study employed a mixed-method explanatory sequential design. The quantitative phase involved 23 EFL students at Lancang Kuning University who completed perception and attitude questionnaires and an academic writing test in the form of an essay. Subsequently, the qualitative phase involved 10 students who participated in written interviews to further explore their learning experiences with AI chatbots in supporting academic writing. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through thematic analysis proposed by Braun and Clarke (2006). The findings revealed that most students demonstrated good to excellent academic writing performance. The thematic analysis identified three major themes describing students’ learning experiences with AI chatbots in academic writing: AI chatbots as multifunctional writing support tools, sources of emotional and motivational support, and objects of critical awareness regarding their limitations. These findings suggest the importance of integrating AI literacy and responsible AI use into ELT academic writing pedagogy to maximize the benefits of AI chatbots while fostering students’ critical thinking and independent writing skills.
When Culture Shapes Refusal: Speech Acts and Politeness in Multicultural Indonesian EFL Classrooms Afrizona Niken Trisna; Jismulatif Jismulatif; Indah Tri Purwanti; Eka Utami Putri; James G. Rush
REiLA : Journal of Research and Innovation in Language Vol. 8 No. 2 (2026): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/qc2t3866

Abstract

Refusal is a socially consequential act through which speakers negotiate communicative intentions, face, and interpersonal harmony. Despite growing research on interlanguage pragmatics, limited attention has been devoted to how ethnically diverse Indonesian EFL learners realize refusals within a shared university environment. Addressing this gap, this study examined the distribution, combinations, and ethnic variation of refusal and politeness strategies among 113 EFL students representing seven Indonesian ethnic groups in the English Education Study Program at Universitas Lancang Kuning. Using a descriptive quantitative design supported by qualitative exemplification, data were elicited through a Discourse Completion Task adapted from Beebe et al. (1990). Participants’ responses were segmented into semantic formulas and classified as direct refusals, indirect refusals, or adjuncts. Coding reliability was established through validation by three independent linguistics experts. Indirect strategies predominated (67.13%), followed by adjuncts (24.77%), whereas direct refusals were least frequent (8.10%). Statement of Regret was the most prevalent indirect strategy, Gratitude/Appreciation was the leading adjunct, and the recurrent combination of Statement of Regret with Statement of Alternative reflected layered mitigation intended to preserve relational harmony. Although Batak participants demonstrated a comparatively greater tendency toward directness, indirect and mitigated refusals remained dominant across all ethnic groups. These findings indicate that a shared EFL learning environment fosters broadly convergent politeness practices while retaining culturally patterned variation. The study’s originality lies in mapping intranational ethnic diversity within an Indonesian EFL setting, thereby extending intercultural pragmatics beyond cross-national comparisons and supporting explicit, culturally responsive pragmatic instruction in increasingly multicultural English-language classrooms.
Co-Authors Afrizona Niken Trisna Eka Utami Putri Indah Tri Purwanti James G. Rush Kurniawan Kurniawan Mutia Sari Nursafira Supriusman Supriusman