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EXPLORING EFL STUDENTS’ EXPERIENCE IN ESSAY WRITING USING ARTIFICIAL INTELLIGENCE APPLICATIONS

BELTIC Journal · Vol. 3 No. 2 (2026) · hlm. 65–72

Terbit
2026-04-08
Penerbit
Universitas Islam Negeri Sunan Gunung Djati Bandung
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Artificial intelligence (AI) has become a powerful tool in education, enabling students to complete tasks more efficiently and effectively. This study aims to examine the positive and negative experiences of EFL students in essay writing using AI applications, as well as their writing outcomes. A qualitative approach, employing a case study design, was used to achieve this objective. The research involved eight-semester students, consisting of seven participants from the English Education Department at the Islamic State University. The findings highlight several benefits of using AI tools, such as ChatGPT and Grammarly, for essay writing, including convenience, speed, accuracy, and effectiveness. However, some drawbacks were also identified. The ease of AI use has led some students to become overly dependent on it, affecting their writing skills and fostering a sense of laziness in completing assignments. This study provides educators with valuable insights, enabling them to guide students in using AI responsibly and professionally. Additionally, it raises awareness among teachers about the potential negative consequences of AI usage in the classroom, ensuring its integration supports learning rather than hinders skill development.

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  • Indonesia University of Education
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Rekan penulisOrganisasiArtikel bersama
Dahlya Indra NurwantiAfiliasi tidak diketahui2
Intan KartikaAfiliasi tidak diketahui1
Hilwatun NisaaAfiliasi tidak diketahui1
Darwis Jauhari BanduAfiliasi tidak diketahui1
Maryam Yuniar AzzahraAfiliasi tidak diketahui1
Predari SiswayaniAfiliasi tidak diketahui1
Hida Nurul Aulia RohmayaniAfiliasi tidak diketahui1
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Nur Jihan AdziniAfiliasi tidak diketahui1
Nia KurniawatiAfiliasi tidak diketahui1
Dino Bagyo KhalidAfiliasi tidak diketahui1
Salsa NabilaIndonesia University of Education1
Hapid AliAfiliasi tidak diketahui1
Tisa AzizahAfiliasi tidak diketahui1
Fakry HamdaniAfiliasi tidak diketahui1
Ira KanissaAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/belticjournal/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">EXPLORING EFL STUDENTS’ EXPERIENCE IN ESSAY WRITING USING ARTIFICIAL INTELLIGENCE APPLICATIONS</dc:title>
	<dc:creator>Putri, Asyfa Guna</dc:creator>
	<dc:creator>Sajidin</dc:creator>
	<dc:creator>Dini Utami Mulyaningsih</dc:creator>
	<dc:subject xml:lang="en-US">Essay Writing</dc:subject>
	<dc:subject xml:lang="en-US">Artificial Intelligence</dc:subject>
	<dc:subject xml:lang="en-US">ELT</dc:subject>
	<dc:description xml:lang="en-US">Artificial intelligence (AI) has become a powerful tool in education, enabling students to complete tasks more efficiently and effectively. This study aims to examine the positive and negative experiences of EFL students in essay writing using AI applications, as well as their writing outcomes. A qualitative approach, employing a case study design, was used to achieve this objective. The research involved eight-semester students, consisting of seven participants from the English Education Department at the Islamic State University. The findings highlight several benefits of using AI tools, such as ChatGPT and Grammarly, for essay writing, including convenience, speed, accuracy, and effectiveness. However, some drawbacks were also identified. The ease of AI use has led some students to become overly dependent on it, affecting their writing skills and fostering a sense of laziness in completing assignments. This study provides educators with valuable insights, enabling them to guide students in using AI responsibly and professionally. Additionally, it raises awareness among teachers about the potential negative consequences of AI usage in the classroom, ensuring its integration supports learning rather than hinders skill development.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Islam Negeri Sunan Gunung Djati Bandung</dc:publisher>
	<dc:date>2026-04-08</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/belticjournal/article/view/52143</dc:identifier>
	<dc:source xml:lang="en-US">BELTIC Journal; Vol. 3 No. 2 (2025): BELTIC Journal; 65-72</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/belticjournal/article/view/52143/16340</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Journal of Breakthrough English Language Teaching in Islamic Context</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>