<![CDATA[The development of artificial intelligence chatbots has brought about significant changes in the academic writing practices of students at the university level. Although pre-survey results indicate that the use of AI chatbots in academic writing has become quite common among students, comprehensive scientific studies that reveal learning experiences regarding the use of AI chatbots are still limited. This study aims to disclose the Lancang Kuning university students’ learning experience toward the use of AI chatbots in supporting academic writing. This study employed a mixed-method explanatory sequential design. The quantitative phase involved 23 EFL students at Lancang Kuning University who completed perception and attitude questionnaires and an academic writing test in the form of an essay. Subsequently, the qualitative phase involved 10 students who participated in written interviews to further explore their learning experiences with AI chatbots in supporting academic writing. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through thematic analysis proposed by Braun and Clarke (2006). The findings revealed that most students demonstrated good to excellent academic writing performance. The thematic analysis identified three major themes describing students’ learning experiences with AI chatbots in academic writing: AI chatbots as multifunctional writing support tools, sources of emotional and motivational support, and objects of critical awareness regarding their limitations. These findings suggest the importance of integrating AI literacy and responsible AI use into ELT academic writing pedagogy to maximize the benefits of AI chatbots while fostering students’ critical thinking and independent writing skills.]]>
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