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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Bunda Edu-Midwifery Journal (BEMJ) DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) Jurnal Ilmiah Binary STMIK Bina Nusantara Jaya ANIMA Indonesian Psychological Journal Mandalika Mathematics and Educations Journal FOSTER: Journal of English Language Teaching FOCUS: Journal of Social Studies TASAMUH: Jurnal Studi Islam Khidmatuna : Jurnal Pengabdian Kepada Masyarakat Bayani Abdi Implementasi Pancasila: Jurnal Pengabdian kepada Masyarakat Jurnal Al-Wasith : Jurnal Studi Hukum Islam Central Publisher IHSAN : Jurnal Pendidikan Islam BEduManageRs Journal : Borneo Educational Management and Research Journal Jurnal Psikologi Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Media Akademik (JMA) Serat Acitya Edukasi Kesejahteraan Bersama : Jurnal Pengabdian dan Keberlanjutan Masyarakat Journal of Management, Accounting, and Administration Cashless
Lutfiyah
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Journal : FOSTER: Journal of English Language Teaching

 1 
AI-Assisted Critical Reading in Enhancing EFL Students’ Argumentative Writing: A Mixed-Methods Study Fitria Rahmawati; Lutfiyah; Palupi, Tara Mustikaning; Cahyani, Aliya Noor; Zalukhu, Atalisi
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.419

Abstract

This study investigates the effect of AI-assisted critical reading on EFL students’ argumentative writing performance. Although previous studies have explored AI in language learning, limited research has specifically examined its role in integrating critical reading with argumentative writing in EFL contexts, particularly using a mixed-methods approach. Employing a mixed-methods approach with an explanatory sequential design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through AI-assisted critical reading, while the control group was taught using conventional methods. Data were collected through writing tests (pre-test and post-test) and semi-structured interviews. The quantitative data were analyzed using paired and independent sample t-tests, while the qualitative data were analyzed thematically. The findings revealed that the experimental group showed significantly greater improvement in writing performance compared to the control group, with a large effect size. The results also indicated that AI-assisted critical reading enhanced students’ ability to analyze texts, generate ideas, and organize arguments effectively. In addition, students reported positive perceptions, including increased engagement, confidence, and motivation in learning. This study contributes to the growing body of literature by demonstrating the effectiveness of AI as a cognitive and pedagogical tool that supports the integration of reading and writing processes in EFL contexts.
Co-Authors abdur rohman Achmad Muhlis Ahmad Kudhori Ahmad Zidni Khoiril Hakim Arbayah Ardian Arditya Prayogi Ariibah Radita Ayu Candrika Cahyani, Aliya Noor Diana Anggun Oktavia Erlina Laily Nur Afifa Fikrie Fitria Rahmawati Gatut Setiadi Hardianti Hidayatin, Nur Hikmawaty, Lisna Indah Nihayatur Romadhoniah Iskandar Mubarok Isna Yatul Safitri Kurnia Dwi Lestari Lely Kumalawati Lina Fauziyah Luluk Hanifah Lu’luir Maghfiroh M. Ramli MINKHATUL MAULA Miss Fatihah Saman Ms. Rasiah, Ms. Mugiyanto Muhamad Sabirin Nafidatun Nisa Nasikhin, Baiti Al Ami Nur Shania Nuril Amaliyyah Nurma Yuwita Oseolla Savana Palupi, Tara Mustikaning R. Rifda Adwitiya Sudarwin Sabrina Al Azizah Sabrina S, Adinda Sadikin, Irma Savitri Saiful Bakhri Sali Rahadi Asih Sanjayawati, Hilda Shepta Wijaya Sjamsir, Hasbi Suriagiri SURYANI Suryati Tin Utami Tri Lestariningsih Ulfatussyarifah Wulandari, Syarifah Zaitullah Zalukhu, Atalisi Zulfa Jamalie