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All Journal AL KAUNIYAH English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning ENGLISH FRANCA : Academic Journal of English Language and Education BELAJEA: Jurnal Pendidikan Islam Tadbir : Jurnal Studi Manajemen Pendidikan English Community Journal JCES (Journal of Character Education Society) JET (Journal of English Teaching) Adi Buana English Language and Literature International Conference (ELLiC) Proceedings JURNAL PENDIDIKAN TAMBUSAI PARAMUROBI Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Paedagogia: Jurnal Pendidikan Journal of English Education and Teaching (JEET) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Hamalatul Qur'an : Jurnal Ilmu Ilmu Al-Qur'an Jurnal Inovasi Pengabdian Masyarakat Pendidikan Jurnal Pendidikan Islam IDARAH : Jurnal Pendidikan dan Kependidikan Cendikia Pendidikan SIBERNETIK: Jurnal Pendidikan dan Pembelajaran International Conference on Islamic Economic International Journal of Education Research and Development Global Educational Research Review LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Eka Apriani, Eka
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Journal : Global Educational Research Review

 1 
Impact of AI-Powered ChatBots on EFL Students' Writing Skills, Self-Efficacy, and Self-Regulation: A Mixed-Methods Study Apriani, Eka; Cardoso, Luis; Obaid, Ahmed J.; Muthmainnah, Muthmainnah; Wijayanti, Erfin; Esmianti, Farida; Supardan, Dadan
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-8

Abstract

Purpose – The study explores the impact of AI-powered ChatBots on English as a Foreign Language (EFL) students' writing skills, self-efficacy, and self-regulation. Given the rapid integration of digital tools in education, particularly in language learning, the research aims to fill a gap in understanding how ChatBot technology can enhance writing abilities, address psychosocial factors, and support self-regulated learning among EFL students. Design/Methods/Approach – A sequential explanatory mixed-methods approach was employed, involving 40 EFL students from IAIN Curup. Participants were divided into a control group (traditional writing instruction) and an experimental group (ChatBot-assisted instruction). Quantitative data on writing proficiency, self-efficacy, and self-regulation were collected through pre- and post-tests, followed by qualitative insights gathered through semi-structured interviews with the experimental group. Statistical analysis, including paired t-tests and ANCOVA, was used to assess differences between groups. Findings – The results revealed that students using ChatBots showed significant improvements in writing proficiency (post-test scores increased from 55.84 to 88.92), self-efficacy (from 20.46 to 30.38), and self-regulation (from 14.51 to 19.65). Interviews highlighted increased confidence, motivation, and engagement among students, though concerns about over-reliance on ChatBots and the risk of plagiarism were noted. Originality/Value – This research offers new insights into the use of AI-powered ChatBots in enhancing EFL students' writing skills, self-efficacy, and self-regulation. It addresses gaps in the literature by focusing on the psychosocial factors influencing writing performance and the potential benefits and drawbacks of AI integration in education. Practical Implications – The findings suggest that educators can use ChatBots to improve writing instruction, fostering autonomy and providing immediate feedback. However, strategies must be developed to avoid over-reliance on AI tools, ensuring students maintain creativity and critical thinking. Keywords AI-powered ChatBots, EFL writing, self-efficacy, self-regulation, language learning. Paper type Research paper
Co-Authors Abdul Gafur Marzuki Abdul Rahman Adisty, Elfara Adriansah, Adriansah al yakin, ahmad Amrullah Amrullah Apriyansyah, Apriansyah Arnanda, Farenz Sukma Arsyad , Safnil Asri Karolina Budiman, Wisnu Budiman, Wisnu Budiyanto, Darmawan Cardoso, Luis Cikdin Dadan Supardan Defitranita, Defitranita DEWI SARTIKA Durgayan, Alesa Elizah, Tenti Elngar, Ahmed A. Enes, Utami Okta Ria Fahma Wijayanti Fakhruddin Fakhruddin Farida Esmianti Feronica, Rani Ayu Gaya Tridinanti, Gaya Gunawan, Putra Gusmuliana, Paidi Hamdani, Jefrian Ifnaldi, Ifnaldi Jumatul Hidayah, Jumatul Kurnia Saputri, Kurnia Labiran, Roni Marlina, Ica Meilinda, Sri Muhammad Idris Muhammad Iqbal Ramdhani Muslimaini, Ainul Muthmainnah Muthmainnah Narti Fitriana, Narti Naseldi, Syarmila ningsih, dwi ria Noviyenty, Leffy NUR AENI Obaid, Ahmed J. Oktavia, Nazlah Pangestu, Adjie Putra Patil, Atul Bansilal Permanasari, Revi Prihantoro Prihantoro Rachmawaty M. Noer saharani, Ainun Sani, Julidar sarwo edy Strid, John Evar Sugianto Sugianto Suhermanto, Hadi Supardan, Dadan Supardan, Dadan Syafryadin, Syafryadin Sya’ban, Muhammad Fauzan Nur Ulfah Fajarini Wijayanti, Erfin Wiwik Handayani Yasmika Baihaqi, Yasmika Yen Polisda, Yen Yulianti Wulandari Zulihi, Zulihi