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All Journal English Review: Journal of English Education Journal of Foreign Language Teaching and Learning Indonesian EFL Journal Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Suluh Pendidikan FOSTER: Journal of English Language Teaching LETS: Journal of Linguistics and English Teaching Studies Prosiding Seminar Nasional Program Pengabdian Masyarakat EPIGRAM (e-journal)
Fitria Rahmawati
English Language Education Department, Faculty Of Language Education, Universitas Muhammadiyah Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Social Sciences Other

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AI-Assisted Critical Reading in Enhancing EFL Students’ Argumentative Writing: A Mixed-Methods Study Fitria Rahmawati; Lutfiyah Lutfiyah; Tara Mustikaning Palupi; Aliya Noor Cahyani; Atalisi Zalukhu
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 -, Heriyanti Aliya Noor Cahyani Andini Putri Cahyani Arianti, Yuanita Atalisi Zalukhu Belinda, Fathya Cahyani, Aliya Noor Dewanti Ratna Pertiwi Gabrina, Putri Alfa Sobri Harun Noor Rochman Nugraha Hatmanto, Endro Dwi Lanoke Intan Paradita Lutfiyah Lutfiyah Maryam Sorohiti Maryam Sorohiti Pasandalan, Sittie Noffaisah Putri Alfa Sobri Gabrina Rumasukun, Halima Sari, Mariska Intan Tara Mustikaning Palupi Yuliana Yuliana