Navigating the use of AI in academic writing: Challenges and strategies for EFL students
DOI:
https://doi.org/10.22437/proca.v1i3.50591Keywords:
Academic Writing, AI Writing Assistant, ChatGPT, Mixed-Methods DesignAbstract
This study aims to explore the perceptions, challenges, and strategies of using ChatGPT by EFL students in academic writing. The study involved 81 fifth semester students in one public university in Jambi. This study is part of a mixed-methods research planned by the researchers. This research contributes to the understanding of the integration of AI in writing and the importance of developing digital literacy and ethical awareness among students. Data were gathered by using a close-ended questionnaire and analyzed descriptively. The findings show that students perceive ChatGPT as highly effective in supporting key aspects of academic writing, particularly in brainstorming, organizing ideas, summarizing, paraphrasing, and improving writing style. When interpreted through Self-Regulated Learning theory, the results indicate that ChatGPT acts as a scaffold that strengthens learners’ planning, monitoring, and self-reflection processes. However, students also express concerns related to ethical risks such as plagiarism, misinformation, reduced creativity, and weakened critical thinking. Overall, the findings highlight the need for responsible use, clear institutional guidelines, and targeted training to ensure that ChatGPT enhances rather than replaces essential academic skills.
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Copyright (c) 2025 Nunung Fajaryani, Yulhenli Thabran, Radiatan Mardiah, Rd. M. Ali, Duty Volya, Fatan Tsarif Almuqsith, Annisa Rizkika Ramadhani
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