Navigating the Digital Writing Landscape: EFL Students’ Perspectives on ChatGPT Utilization

Abstract

This study investigated the role of artificial intelligence (AI) technology from the perspectives of English as a foreign language (EFL) students in an Indonesian university. AI has opened up new pathways for language skills development, student engagement, and learner autonomy through innovative technologies amidst the digital transformation in education. The study adopted a mixed-methods approach consisting of a quantitative survey with 106 students and qualitative interviews with 10 of these students to explore the findings more deeply. The questionnaire captured perceptions regarding the usefulness, ease of use, and social influence of AI, while the interviews revealed students’ experiences and motivations in detail. The analysis showed that specific AI tools, particularly grammar checkers, text-to-speech programs, and language learning apps, were valuable and easy to use, enhancing students’ confidence and performance. However, social influence from peers and instructors was minimal. While the quantitative and qualitative data were analyzed independently, their integration in the discussion revealed points of alignment and disagreement between the two strands. The findings suggest the need for institutional policies aimed at responsible AI adoption and the enhancement of teacher preparedness as well as student education on the shortcomings of AI. This study provides practical benefits to educators and policymakers, while being grounded in the widely accepted technology acceptance model, offering theoretical contributions. Reliance on self-reported data and a limited field of study are some shortcomings. Future research should adopt a cross-disciplinary approach using a longitudinal or comparative framework.

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