EFL Students’ Functional and Cognitive Dependency on ChatGPT in EFL Academic Writing

Awalia Putri, Fitri; Suratman, Suratman; Annisah, Annisah; Waliyudin, Waliyudin

doi:10.22437/ijolte.v10i1.56588

Akses terbuka Jurnal

EFL Students’ Functional and Cognitive Dependency on ChatGPT in EFL Academic Writing

International Journal of Language Teaching and Education · Vol. 10 No. 1 (2026) · hlm. 323–338

DOI: 10.22437/ijolte.v10i1.56588
ISSN: 2598-2303, 2614-1191
Terbit: 2026-06-12
Penerbit: Universitas Jambi, Magister Program of English Education Department
Bahasa: en
Lisensi: creativecommons.org/licenses/by/4.0

Abstrak

The increasing use of ChatGPT in academic writing has raised concerns about students' dependency on artificial intelligence, particularly in EFL contexts. This study examines students' functional and cognitive dependency on ChatGPT as theoretically distinct constructs and describes dependency patterns across gender. A descriptive quantitative design was employed involving ten fourth-semester English Education students at STKIP Taman Siswa Bima. Data were collected through a questionnaire (functional: α =.830; cognitive: α =.632) and self-reflection responses analysed thematically, with findings triangulated to strengthen credibility. The results revealed higher functional dependency (M = 3.66) than cognitive dependency (M = 3.29). Students primarily relied on ChatGPT for grammar correction, vocabulary improvement, sentence construction, and paraphrasing, while cognitive support was associated with idea generation and argument development. Thematic analysis yielded three themes: reasons for use, perceived benefits, and awareness of over-reliance. Gender differences were minimal. The novelty of this study lies in demonstrating that AI dependency operates across qualitatively different levels of the writing process, extending AI-assisted writing frameworks and contributing to learner autonomy discourse by suggesting that EFL learners can exercise selective AI use as a form of strategic autonomy.

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Jenderal Soedirman University
STKIP Taman Siswa Bima
Universitas Muhammadiyah Bima
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Rekan penulis	Organisasi	Artikel bersama
Muhammad Addin Rizaldi	Jenderal Soedirman University	1
Syifa Ula Hamidya	Jenderal Soedirman University	1
Khaidar Ali	Jenderal Soedirman University	1
Nur Ulfah	Jenderal Soedirman University	1
Revi Erawati	Afiliasi tidak diketahui	1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/IJoLTE/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">EFL Students’ Functional and Cognitive Dependency on ChatGPT in EFL Academic Writing</dc:title>
	<dc:creator xml:lang="en">Awalia Putri, Fitri</dc:creator>
	<dc:creator xml:lang="en">Suratman, Suratman</dc:creator>
	<dc:creator xml:lang="en">Annisah, Annisah</dc:creator>
	<dc:creator xml:lang="en">Waliyudin, Waliyudin</dc:creator>
	<dc:subject xml:lang="en">Academic writing</dc:subject>
	<dc:subject xml:lang="en">ChatGPT</dc:subject>
	<dc:subject xml:lang="en">EFL students</dc:subject>
	<dc:subject xml:lang="en">Functional dependency</dc:subject>
	<dc:subject xml:lang="en">Cognitive dependency</dc:subject>
	<dc:description xml:lang="en">The increasing use of ChatGPT in academic writing has raised concerns about students' dependency on artificial intelligence, particularly in EFL contexts. This study examines students' functional and cognitive dependency on ChatGPT as theoretically distinct constructs and describes dependency patterns across gender. A descriptive quantitative design was employed involving ten fourth-semester English Education students at STKIP Taman Siswa Bima. Data were collected through a questionnaire (functional: α = .830; cognitive: α = .632) and self-reflection responses analysed thematically, with findings triangulated to strengthen credibility. The results revealed higher functional dependency (M = 3.66) than cognitive dependency (M = 3.29). Students primarily relied on ChatGPT for grammar correction, vocabulary improvement, sentence construction, and paraphrasing, while cognitive support was associated with idea generation and argument development. Thematic analysis yielded three themes: reasons for use, perceived benefits, and awareness of over-reliance. Gender differences were minimal. The novelty of this study lies in demonstrating that AI dependency operates across qualitatively different levels of the writing process, extending AI-assisted writing frameworks and contributing to learner autonomy discourse by suggesting that EFL learners can exercise selective AI use as a form of strategic autonomy.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Magister Program of English Education Department</dc:publisher>
	<dc:date>2026-06-12</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Research Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/IJoLTE/article/view/56588</dc:identifier>
	<dc:identifier>10.22437/ijolte.v10i1.56588</dc:identifier>
	<dc:source xml:lang="en">International Journal of Language Teaching and Education; Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education; 323-338</dc:source>
	<dc:source>2598-2303</dc:source>
	<dc:source>2614-1191</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/IJoLTE/article/view/56588/24481</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 International Journal of Language Teaching and Education</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
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