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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 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

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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.
Correlation between Beliefs on Translation and the Use of It as an English Learning Strategy Humairoh, Mega Fariziah Nur; Agustina, Febrina Rizky
Journal of Language Intelligence and Culture Vol. 2 No. 1 (2020): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v2i1.21

Abstract

This current study focuses its investigation on the correlation between students’ beliefs about the use of translation as an English learning strategy and the strategic use of translation in learning English by EFL students in Indonesia. This current study is aimed 1) to investigate the correlation between students’ beliefs and the use of translation as a learning strategy 2) to examine the developmental of the use of translation as a learning strategy across different year of study. One hundred seventeen undergraduate students, consisting 67 freshmen and 50 sophomores participated in this correlational study. The data were collected by frequency of an Indonesian Version of the Inventory for Beliefs about Translation for beliefs measurement and the Inventory for Translation as a Learning Strategy. Correlation and t-test were employed in the study. Correlation analysis reveals that a strong positive correlation between students’ beliefs about translation and their use of translation as learning strategy. T-test finds the significant difference in the use of translation as learning strategy between freshman and sophomore learner.
Co-Authors Humairoh, Mega Fariziah Nur Ismi Fauziah Hanum Mohammad Fahmi Arif Najmiyah Yizil Ulal Yaqini Ninuk Indrayani Putri, Helmia Qomariyah, Fitrotul