Integrating an AI-Powered Writing Assistant to Enhance German Writing Skills Among GFL Students in Indonesia

Junita Junita (Universitas Negeri Malang)
M. Kharis (Universitas Negeri Malang)
Zayniddin Zanakulov (Chirchik State Pedagogical University)

Interference: Journal of Language, Literature, and Linguistics
Vol 7, No 1 (2026): INTERFERENCE

Abstract. As an AI-driven interactive tool, ChatSonic offers students an independent learning resource to support their writing development. This study explores how students utilize ChatSonic and their perceptions of its effectiveness in improving German writing skills at SMA Negeri 7 Malang, Indonesia. Employing a qualitative-descriptive approach, the study collected data from 33 students through observations and questionnaires. Findings reveal that ChatSonic provides clear, concise, and easily understandable feedback, which not only facilitates students’ writing development but also enhances their motivation to learn German.  These findings offer global implications for the pedagogical integration of AI-powered writing tools in foreign language education, particularly in contexts with limited access to native-speaker feedback, suggesting that generative AI can serve as a scalable, complementary resource for writing instruction at upper secondary education level. Keywords: Writing Skills, Artificial Intelligence, ChatSonic