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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) · pp. 481–492

DOI
10.22437/ijolte.v10i1.57055
ISSN
2598-2303, 2614-1191
Published
2026-06-27
Publisher
Universitas Jambi, Magister Program of English Education Department
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

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.

Keywords

Collaboration network of the authors

30 authors · 69 co-authorship links · 20 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sebelas Maret University
  • State University of Semarang
  • University of Malaya
  • Universitas Katolik Indonesia Santu Paulus Ruteng
  • University of Nottingham
  • Yogyakarta State University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sajidan SajidanSebelas Maret University2
S. SutiknoState University of Semarang2
Suranto SurantoSebelas Maret University1
Sarwanto SarwantoSebelas Maret University1
Wahyuni PurnamiSebelas Maret University1
Bambang SumintonoUniversity of Malaya1
Y. WahyuUniversitas Katolik Indonesia Santu Paulus Ruteng1
P. ParminState University of Semarang1
Fidia FibrianaState University of Semarang1
Parmin ParminState University of Semarang1
Avita Elok FaiqohAffiliation unknown1
Sajidin SajidinAffiliation unknown1
Margana MarganaAffiliation unknown1
Siti MukminatunAffiliation unknown1
Amrih Bekti UtamiAffiliation unknown1
Dewanto HarjunowibowoUniversity of Nottingham1
Sukarmin SukarminAffiliation unknown1
Rinta Dian PratiwiAffiliation unknown1
Sandi PradanaAffiliation unknown1
Muhammad Fahruddin AzizAffiliation unknown1
Rizky Anugrah PutraAffiliation unknown1
Sulis TriyonoYogyakarta State University1
Vita Diah SetyoningrumAffiliation unknown1
Sulistyo SaputroSebelas Maret University1
Nurma Yunita IndriyantiAffiliation unknown1
Lina MahardianiAffiliation unknown1
Maria Ciptaning Sabdo KawedharAffiliation unknown1
Wima Pudya AjundaAffiliation 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://online-journal.unja.ac.id/index.php/IJoLTE/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
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	<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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