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

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

Published
2026-04-08
Publisher
Universitas Islam Negeri Sunan Gunung Djati Bandung
Language
eng
License
creativecommons.org/licenses/by-sa/4.0

Abstract

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.

Keywords

Collaboration network of the authors

21 authors · 37 co-authorship links

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Co-authorOrganisationJoint articles
Dahlya Indra NurwantiAffiliation unknown2
Gisna AuliyaAffiliation unknown1
Lina HerlinaAffiliation unknown1
Intan KartikaAffiliation unknown1
Hilwatun NisaaAffiliation unknown1
Darwis Jauhari BanduAffiliation unknown1
Maryam Yuniar AzzahraAffiliation unknown1
Predari SiswayaniAffiliation unknown1
Hida Nurul Aulia RohmayaniAffiliation unknown1
Dian EkawatiAffiliation unknown1
Nur Jihan AdziniAffiliation unknown1
Nia KurniawatiAffiliation unknown1
Dino Bagyo KhalidAffiliation unknown1
Salsa NabilaAffiliation unknown1
Hapid AliAffiliation unknown1
Tisa AzizahAffiliation unknown1
Fakry HamdaniAffiliation unknown1
Ira KanissaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/belticjournal/oai, first harvested 7 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>