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Exploring Teacher Educators’ Self-Assessment of AI-Assisted Writing:: A Case Study in Eastern Indonesian Universities

International Journal of Language Teaching and Education · Vol. 10 No. 2 (2026) · hlm. 87–100

DOI
10.22437/ijolte.v10i2.57808
ISSN
2598-2303, 2614-1191
Terbit
2026-07-10
Penerbit
Universitas Jambi, Magister Program of English Education Department
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

This study attempts to explore how English as a Foreign Language (EFL) teacher educators perceive the impact of artificial intelligence (AI)-assisted writing on their academic writing practices, with a focus on self-assessment. Using a qualitative case study, semi-structured interviews were conducted with six early-career lecturers from universities in Eastern Indonesia who actively use AI-assisted writing tools such as ChatGPT, Grammarly, and QuillBot. The findings show that AI enhances linguistic accuracy, coherence, writing efficiency, and confidence by providing immediate feedback and supporting independent revision. At the same time, participants expressed concerns about overreliance, creativity loss, and authorship, leading them to regulate AI use critically and reflectively. The findings also highlight contextual challenges related to institutional support, digital infrastructure, and unequal access to AI resources, alongside expectations for more integrated AI applications. This study contributes to the growing literature by extending the discussion beyond AI adoption to teachers' self-assessment, explaining how AI builds writing confidence through greater writing autonomy, and providing qualitative evidence from the underexplored context of Eastern Indonesia. The findings offer practical implications for teacher professional development and the responsible integration of AI in higher education.

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  • STKIP Taman Siswa Bima
  • National Sun Yat-sen University
  • Universitas Bumigora
  • Universitas Muhammadiyah Bima
  • Universitas Nahdlatul Wathan Mataram
  • Universitas Lakidende
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Rekan penulisOrganisasiArtikel bersama
Buhanuddin ArafahAfiliasi tidak diketahui1
Andi KaharuddinUniversitas Lakidende1
Ririn WildaniahSTKIP Taman Siswa Bima1
Khusnul KhatimahSTKIP Taman Siswa Bima1

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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">Exploring Teacher Educators’ Self-Assessment of AI-Assisted Writing:: A Case Study in Eastern Indonesian Universities</dc:title>
	<dc:creator xml:lang="en">Suciwati, Ika</dc:creator>
	<dc:creator xml:lang="en">Kholidi, Muh. Azhar</dc:creator>
	<dc:creator xml:lang="en">Ramadhani, Suciaty</dc:creator>
	<dc:creator xml:lang="en">Anggeraini, Nining</dc:creator>
	<dc:creator xml:lang="en">Rofikah, Ummu</dc:creator>
	<dc:creator xml:lang="en">Pardani, Sulastri</dc:creator>
	<dc:subject xml:lang="en">AI-assisted writing</dc:subject>
	<dc:subject xml:lang="en">AI literacy</dc:subject>
	<dc:subject xml:lang="en">EFL teacher educators</dc:subject>
	<dc:subject xml:lang="en">Self-assessment</dc:subject>
	<dc:description xml:lang="en">This study attempts to explore how English as a Foreign Language (EFL) teacher educators perceive the impact of artificial intelligence (AI)-assisted writing on their academic writing practices, with a focus on self-assessment. Using a qualitative case study, semi-structured interviews were conducted with six early-career lecturers from universities in Eastern Indonesia who actively use AI-assisted writing tools such as ChatGPT, Grammarly, and QuillBot. The findings show that AI enhances linguistic accuracy, coherence, writing efficiency, and confidence by providing immediate feedback and supporting independent revision. At the same time, participants expressed concerns about overreliance, creativity loss, and authorship, leading them to regulate AI use critically and reflectively. The findings also highlight contextual challenges related to institutional support, digital infrastructure, and unequal access to AI resources, alongside expectations for more integrated AI applications. This study contributes to the growing literature by extending the discussion beyond AI adoption to teachers' self-assessment, explaining how AI builds writing confidence through greater writing autonomy, and providing qualitative evidence from the underexplored context of Eastern Indonesia. The findings offer practical implications for teacher professional development and the responsible integration of AI in higher education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Magister Program of English Education Department</dc:publisher>
	<dc:date>2026-07-10</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/57808</dc:identifier>
	<dc:identifier>10.22437/ijolte.v10i2.57808</dc:identifier>
	<dc:source xml:lang="en">International Journal of Language Teaching and Education; Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education; 87-100</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/57808/24835</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>
</oai_dc:dc>