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EFL Students’ Perception in Indonesia and Taiwan on Using Artificial Intelligence to Enhance Writing Skills

Jurnal Ilmiah Peuradeun · Vol. 12 No. 3 (2024) · hlm. 987–1016

DOI
10.26811/peuradeun.v12i3.1520
ISSN
2443-2067, 2338-8617
Terbit
2024-09-30
Penerbit
SCAD Independent
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Technological advancements in education have introduced Artificial Intelligence (AI) as a transformative tool to enhance academic writing skills in English as a Foreign Language (EFL). This study explored EFL students’ perceptions in Indonesia and Taiwan regarding the role of AI in improving their writing abilities. Using qualitative research methods, data were collected through semi-structured interviews with 20 second-year students specializing in English at an Islamic State University in Indonesia and a National University in Taiwan, who actively use AI tools in their writing processes. Analysis based on Creswell’s thematic framework revealed positive perceptions of AI, with benefits such as improved grammar, sentence structure, paraphrasing skills, vocabulary enrichment, and efficiency in topic generation. However, concerns also emerged about excessive reliance on AI, reduced creativity, and issues of plagiarism and authenticity. These findings highlighted the dual-edged nature of AI in academic writing, emphasizing the need for careful integration and risk mitigation to fully leverage AI’s educational benefits. This research enriched the discourse on technological advancements in EFL education and provides insights for curriculum developers, educators, and policymakers to optimize AI use in academic settings. The practical implications of these findings included strategies to enhance the effectiveness of AI in education and foster innovation in EFL teaching.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.scadindependent.org/index.php/jipeuradeun/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">EFL Students’ Perception in Indonesia and Taiwan on Using Artificial Intelligence to Enhance Writing Skills</dc:title>
	<dc:creator xml:lang="en">Rafida, Tien</dc:creator>
	<dc:creator xml:lang="en">Suwandi, Suwandi</dc:creator>
	<dc:creator xml:lang="en">Ananda, Rusydi</dc:creator>
	<dc:subject xml:lang="en">EFL students</dc:subject>
	<dc:subject xml:lang="en">Indonesia</dc:subject>
	<dc:subject xml:lang="en">Taiwan</dc:subject>
	<dc:subject xml:lang="en">Academic Writing</dc:subject>
	<dc:subject xml:lang="en">Artificial intelligence</dc:subject>
	<dc:subject xml:lang="en">Social Sciences</dc:subject>
	<dc:subject xml:lang="en">Arts and Humanities</dc:subject>
	<dc:subject xml:lang="en">Linguistics</dc:subject>
	<dc:subject xml:lang="en">Education</dc:subject>
	<dc:description xml:lang="en">Technological advancements in education have introduced Artificial Intelligence (AI) as a transformative tool to enhance academic writing skills in English as a Foreign Language (EFL). This study explored EFL students’ perceptions in Indonesia and Taiwan regarding the role of AI in improving their writing abilities. Using qualitative research methods, data were collected through semi-structured interviews with 20 second-year students specializing in English at an Islamic State University in Indonesia and a National University in Taiwan, who actively use AI tools in their writing processes. Analysis based on Creswell’s thematic framework revealed positive perceptions of AI, with benefits such as improved grammar, sentence structure, paraphrasing skills, vocabulary enrichment, and efficiency in topic generation. However, concerns also emerged about excessive reliance on AI, reduced creativity, and issues of plagiarism and authenticity. These findings highlighted the dual-edged nature of AI in academic writing, emphasizing the need for careful integration and risk mitigation to fully leverage AI’s educational benefits. This research enriched the discourse on technological advancements in EFL education and provides insights for curriculum developers, educators, and policymakers to optimize AI use in academic settings. The practical implications of these findings included strategies to enhance the effectiveness of AI in education and foster innovation in EFL teaching.</dc:description>
	<dc:publisher xml:lang="en">SCAD Independent</dc:publisher>
	<dc:date>2024-09-30</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.scadindependent.org/index.php/jipeuradeun/article/view/1520</dc:identifier>
	<dc:identifier>10.26811/peuradeun.v12i3.1520</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Peuradeun; Vol. 12 No. 3 (2024): Jurnal Ilmiah Peuradeun; 987-1016</dc:source>
	<dc:source>2443-2067</dc:source>
	<dc:source>2338-8617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1520/883</dc:relation>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1520/884</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Tien Rafida, Suwandi Suwandi, Rusydi Ananda (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>