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Between Help and Hesitation:: How ELT Graduate Students Negotiate AI Use in Academic Practices

International Journal of Language Teaching and Education · Vol. 10 No. 1 (2026) · hlm. 481–492

DOI
10.22437/ijolte.v10i1.57055
ISSN
2598-2303, 2614-1191
Terbit
2026-06-27
Penerbit
Universitas Jambi, Magister Program of English Education Department
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Artificial Intelligence (AI) has become increasingly integrated into higher education, creating new opportunities for academic writing, research, and learning support. However, concerns regarding academic integrity, source reliability, and responsible AI use remain significant, particularly among future educators. This study explores how English Language Teaching (ELT) graduate students engage with AI tools in their academic practices. A qualitative approach was employed involving open-ended questionnaires completed by 13 ELT graduate students, followed by semi-structured interviews with five participants and reflective written responses from four participants. Data were analyzed using thematic analysis. The findings revealed three major themes: AI as Linguistic and Cognitive Scaffolding, negotiating trust, verification, and academic integrity, and emerging professional beliefs about responsible AI use. Participants perceived AI as a valuable resource for idea generation, academic writing, language development, and conceptual understanding. At the same time, they expressed concerns regarding fabricated references, misinformation, dependency, and originality, leading them to adopt verification practices such as source checking, cross-referencing academic materials, and revising AI-generated outputs. The findings further indicate that participants viewed AI not only as an academic tool but also as a pedagogical resource requiring critical and ethical use. Unlike studies that primarily focus on technology acceptance, this study highlights how future language educators actively negotiate the opportunities and challenges of AI through verification practices, ethical reflection, and professional responsibility. The study emphasizes the importance of integrating AI literacy, critical evaluation, and responsible technology use into teacher education programs to prepare educators for increasingly AI-mediated learning environments.

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12 penulis · 16 tautan kepenulisan bersama · 4 lintas organisasi

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  • Yogyakarta State University
  • Sunan Gunung Djati State Islamic University Bandung
  • Universitas Alkhairaat
  • Sekolah Tinggi Ilmu Hukum Biak-Papua
  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Avita Elok FaiqohYogyakarta State University1
Sajidin SajidinSunan Gunung Djati State Islamic University Bandung1
Margana MarganaYogyakarta State University1
Siti MukminatunYogyakarta State University1
Amrih Bekti UtamiYogyakarta State University1
Sandi PradanaYogyakarta State University1
Muhammad Fahruddin AzizSekolah Tinggi Ilmu Hukum Biak-Papua1
Rizky Anugrah PutraUniversitas Alkhairaat1
Sulis TriyonoYogyakarta State University1
Vita Diah SetyoningrumYogyakarta State University1

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">Between Help and Hesitation:: How ELT Graduate Students Negotiate AI Use in Academic Practices</dc:title>
	<dc:creator xml:lang="en">Agustin, Tari</dc:creator>
	<dc:creator xml:lang="en">Ashadi, Ashadi</dc:creator>
	<dc:subject xml:lang="en">Artificial intelligence</dc:subject>
	<dc:subject xml:lang="en">AI literacy</dc:subject>
	<dc:subject xml:lang="en">ELT graduate students</dc:subject>
	<dc:subject xml:lang="en">Academic integrity</dc:subject>
	<dc:subject xml:lang="en">Teacher education</dc:subject>
	<dc:description xml:lang="en">Artificial Intelligence (AI) has become increasingly integrated into higher education, creating new opportunities for academic writing, research, and learning support. However, concerns regarding academic integrity, source reliability, and responsible AI use remain significant, particularly among future educators. This study explores how English Language Teaching (ELT) graduate students engage with AI tools in their academic practices. A qualitative approach was employed involving open-ended questionnaires completed by 13 ELT graduate students, followed by semi-structured interviews with five participants and reflective written responses from four participants. Data were analyzed using thematic analysis. The findings revealed three major themes: AI as Linguistic and Cognitive Scaffolding, negotiating trust, verification, and academic integrity, and emerging professional beliefs about responsible AI use. Participants perceived AI as a valuable resource for idea generation, academic writing, language development, and conceptual understanding. At the same time, they expressed concerns regarding fabricated references, misinformation, dependency, and originality, leading them to adopt verification practices such as source checking, cross-referencing academic materials, and revising AI-generated outputs. The findings further indicate that participants viewed AI not only as an academic tool but also as a pedagogical resource requiring critical and ethical use. Unlike studies that primarily focus on technology acceptance, this study highlights how future language educators actively negotiate the opportunities and challenges of AI through verification practices, ethical reflection, and professional responsibility. The study emphasizes the importance of integrating AI literacy, critical evaluation, and responsible technology use into teacher education programs to prepare educators for increasingly AI-mediated learning environments.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Magister Program of English Education Department</dc:publisher>
	<dc:date>2026-06-27</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/57055</dc:identifier>
	<dc:identifier>10.22437/ijolte.v10i1.57055</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; 481-492</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/57055/24556</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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