Article Per Year (5 Year)
p-Index From 2021 - 2026
1.817
P-Index
This Author published in this journals
All Journal Al-Tatwir: Jurnal Ilmu Pengembangan Masyarakat Islam JEELS (Journal of English Education and Linguistics Studies) Sociocouns: Journal of Islamic Guidance and Counseling Jurnal Pendidikan Indonesia (Japendi) Journal of Language Intelligence and Culture Critical Review of English-Arabic World Journal ELT Forum: Journal of English Language Teaching Al-Hikmah: Jurnal Ilmu Dakwah dan Pengembangan Masyarakat
Agustina, Febrina Rizky
UIN Kiai Haji Achmad Siddiq Jember
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
College EFL students’ perception toward AI assistance in academic writing assignments Agustin, Navila Zamzam; Cahyono, Bambang Yudi; Agustina, Febrina Rizky
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i3.23636

Abstract

The rapid development of Artificial Intelligence (AI) has influenced many sectors, including education, which raises a question about how students interact with AI tools. This study explored the English as a Foreign Language (EFL) college students’ perspectives on AI-assisted tools in academic writing assignments. Implementing a mixed-method approach, this study examined 76 students’ awareness of the benefits of AI and their preference for the types of AI which can assist them in academic writing assignments. The quantitative data were derived through a Likert-scale questionnaire, while the qualitative data were derived through open-ended responses. The findings revealed that most students have perceived positive benefits from AI-assisted writing. The study also highlights ChatGPT, Gemini, and Perplexity as the most preferred AI tools for accessibility and accuracy in assisting the students with their assignments. However, the findings of this study show that while the students perceive AI positively, its use also raises concerns about overreliance and academic integrity. Therefore, it is recommended that future researchers address the negative potential of AI.
The struggle of EFL students in thesis writing: Investigating language challenges and the role AI in academic writing assistance Ninuk Indrayani; Febrina Rizky Agustina
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7198

Abstract

Thesis writing is a crucial milestone for undergraduates, yet English as a Foreign Language (EFL) learners enrolled in the English Language Teaching (ELT) program continue to struggle with academic writing despite nearly four years of English instruction. This study investigates the persistent challenges faced by EFL students in writing their theses, particularly in language-related issues. Additionally, it explores the role of artificial intelligence (AI) tools in assisting students during the thesis writing and revision process. Using a qualitative approach, 7 EFL students from an ELT program were interviewed, and the data were analyzed using thematic analysis to explore their language-related challenges in thesis writing as well as their perceptions and use of AI-assisted writing tools. Findings reveal that the students encountered significant challenges in grammar mastery, academic vocabulary, adherence to academic writing conventions, and L1 interference. These issues often pushed students to rely heavily on AI tools such as for paraphrasing, grammar correction, translation, and academic adjustment. While there were benefits, the students also reported drawbacks, for example, technical limitations, stylistic mismatches, misalignment, and reduced independence in writing. Whereas AI improved the surface quality of student writing, it simultaneously undermined authenticity and critical engagement, particularly when EFL students relied on AI for paraphrasing, translation, and expanding literature review sections. The findings highlight the urgent need for embedded-AI literacy integration into ELT curricula to equip students with the skills required to navigate technological assistance in developing independent, critical, and authentic writing competence.
Co-Authors Agustin, Navila Zamzam Bambang Yudi Cahyono Humairoh, Mega Fariziah Nur Ismi Fauziah Hanum Mohammad Fahmi Arif Najmiyah Yizil Ulal Yaqini Ninuk Indrayani Putri, Helmia Qomariyah, Fitrotul