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All Journal ELOQUENCE: Journal of Foreign Language JEELL (Journal of English Education, Linguistics and Literature)
Daning Hentasmaka
Universitas PGRI Jombang
Education Languange, Linguistic, Communication & Media Other

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HIGHER EDUCATION STUDENTS’ PERCEPTION TOWARDS THE USE OF CHATBOTS IN WRITING ENGLISH FINAL PAPERS Ricka Dwi; Daning Hentasmaka
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 2 (2026): JEELL Volume 13 Number 2 June 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i2.155

Abstract

The rapid advancement of Artificial Intelligence (AI) has increasingly influenced academic writing practices, particularly through the use of chatbots by higher education students in writing final papers. However, concerns remain regarding their impact on students’ creativity, originality, and writing quality. This study investigated the perceptions of 53 higher education students from different universities toward the use of chatbots in writing English final papers. Using a quantitative survey design, data were collected through a questionnaire covering five aspects: clarity, evidence-based writing, structure, cohesion and coherence, and referencing. The findings revealed generally positive perceptions of chatbot use. Students reported that chatbots helped improve clarity by reducing ambiguity and enhancing vocabulary choice. They also supported better organization, logical idea development, and stronger cohesion and coherence through grammar correction and improved argument flow. However, students expressed caution regarding the accuracy and credibility of AI-generated references and evidence-based content. Overall, chatbots were perceived as useful supplementary tools that can enhance academic writing when used responsibly. The study highlights the importance of AI literacy and critical evaluation skills in higher education.
The Effect of Generative AI Tools (Grammarly and ProWritingAid) on Students' Writing Skill: Pengaruh Alat Kecerdasan Buatan Generatif (Grammarly dan ProWritingAid) terhadap Kemahiran Menulis Siswa Rosi Anjarwati; Daning Hentasmaka
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i3.3064

Abstract

Background: The integration of  Generative Artificial Intelligence (GAI) into English language education has transformed writing instruction, yet empirical comparisons of its tools remain limited. Purpose: This study investigates the comparative effect of Grammarly and ProWritingAid on EFL students’ academic writing skills. Method: A quasi-experimental design was employed with three intact groups (n=37): Grammarly (n=13), ProWritingAid (n=11), and electronic dictionary control (n=13). Writing pre-test and post-test data were analyzed using the non-parametric Kruskal-Wallis test due to violations of normality and homogeneity assumptions. Results and Discussion: A significant difference was found among groups (χ²=10.544, p=0.005). ProWritingAid yielded the highest mean rank (24.73), followed by Grammarly (21.81), and electronic dictionary (11.35). Post-hoc Mann-Whitney tests confirmed significant gains for both AI tools over the control (p<0.05), but no significant difference between Grammarly and ProWritingAid (p=0.792). Conclusions and Implications: Both AI tools effectively enhance writing skills, with ProWritingAid showing slight superiority in stylistic and structural feedback.
Co-Authors Ricka Dwi Rosi Anjarwati