Exploring Student Perceptions on Ai Integration in Academic English Writing Skill Development

Authors

  • Junisa Harfiza Harfiza Universitas Muhammadiyah Kalimantan Timur
  • Dzul Rachman Universitas Muhammadiyah Kalimantan Timur
  • Yeni Rahmawati Universitas Muhammadiyah Kalimantan Timur

DOI:

https://doi.org/10.24903/bej.v7i2.2104

Keywords:

artificial intelligence, Academic writing, Students' perception, Technology Acceptance Model

Abstract

This study explores university students’ perceptions of AI integration in academic English writing using a mixed-methods approach grounded in the Technology Acceptance Model (TAM). Conducted at Universitas Muhammadiyah Kalimantan Timur, it involved 65 questionnaire respondents and five interviewees. Findings revealed that students found AI tools useful for grammar correction, idea generation, and efficiency. However, concerns emerged regarding over-reliance, reduced critical thinking, and limited motivational impact. The study highlights that while AI tools are perceived as beneficial, their adoption lacks affective engagement, especially in contexts with minimal digital literacy training. Originality lies in combining TAM with students’ emotional and contextual experiences in Indonesia, a perspective underrepresented in existing literature. The study recommends structured, reflective pedagogy to support ethical and autonomous AI use in writing.

References

Abimanto, D., & Sumarsono, W. (2024). Improving English Pronunciation with AI Speech-Recognition Technology. Acitya: Journal of Teaching and Education, 6(1), 146–156. https://doi.org/10.30650/ajte.v6i1.3810

Alvina Fridella Anggraini Br Sitepu. (2025). Membangun Literasi Digital Pembelajaran Bahasa Indonesia: Strategi Dan Tantangan Di Era AI. 2, 30–35.

Aminah, S., Nur, D. R., & Ariyanti, A. (2019). An Analysis of Teacher Talk used by English Teacher at SMKN 5 Samarinda. Borneo Educational Journal (Borju), 1(1), 22–28. https://doi.org/10.24903/bej.v1i1.256

Arbain, A., & Nur, D. R. (2017). Techniques for teaching speaking skill in Widya Gama Mahakam University. Script Journal: Journal of Linguistics and English Teaching, 2(1), 13–25. https://doi.org/10.24903/sj.v2i1.80

Arbain, A., & Rohman, A. (2023). Dubbing as a Pedagogical Tool: An Experimental Study on Eleventh-Grade Students at SMAN 8 Samarinda. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 8(2), 147–156. https://doi.org/10.21462/educasia.v8i2.155

Arbain, A., Taufik, A., & Nur, D. R. (2017). Daily English Phrases Book. UWGM Press.

Batubara, S. F., & Fithriani, R. (2023). Exploring Efl Stuednts’ Challenges In Academic Writing: The Case Of Indonesian Higher Education. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 9(1), 704–709. https://doi.org/10.30605/onoma.v9i1.2605

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00411-8

Creswell, J. W. (2012). A Mixed-Method Approach. In Writing Center Talk over Time. https://doi.org/10.4324/9780429469237-3

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008

Dizon, G., & Gayed, J. M. (2021). Examining The Impact Of Grammarly On The Quality Of Mobile L2 Writing. JALT CALL Journal, 17(2), 74–92. https://doi.org/10.29140/JALTCALL.V17N2.336

Erliana, U., & Arbain, A. (2020). The Effectiveness of Using Video Clip in Teaching English Vocabulary at SD Fastabiqul Khairat Samarinda. IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics, 5(2), 123–134. https://doi.org/10.30957/ijoltl.v5i2.623

Gracella, J., & Rahman Nur, D. (2020). Students’ Perception of English Learning through YouTube Application. Borneo Educational Journal (Borju), 2(1), 20–35. https://doi.org/10.24903/bej.v2i1.623

Hardinansyah, V., & Hamidah, F. N. (2024). The Effectiveness of AI Technology in Improving Academic English Writing Skills in Higher Education. 4(3), 579–593.

Jones, R. G. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5–24. http://doi.org/10125/73474

Ju, Q. (2023). Experimental Evidence on Negative Impact of Generative AI on Scientific Learning Outcomes. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4567696

Lee, Y. J., Davis, R. O., & Lee, S. O. (2024). University students’ perceptions of artificial intelligence-based tools for English writing courses. Online Journal of Communication and Media Technologies, 14(1), 1–11. https://doi.org/10.30935/ojcmt/14195

Liu, Y., Chen, L., & Yao, Z. (2022). The application of artificial intelligence assistant to deep learning in teachers’ teaching and students’ learning processes. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.929175

Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring Artificial Intelligence in Academic Essay: Higher Education Student’s Perspective. International Journal of Educational Research Open, 5(September), 100296. https://doi.org/10.1016/j.ijedro.2023.100296

Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016

Nur, D. R. (2020). Virtual Reality adoption in Indonesia higher Education from lecturer’s voice. English Teaching Journal: A Journal of English Literature, Language and Education, 8(1), 31–35. https://doi.org/10.25273/etj.v8i1.6672

Nur, D. R., & Jamilah, J. (2022). English Language Imperative Level in Indonesia. Intensive Journal, 5(1), 36–43. http://dx.doi.org/10.31602/intensive.v5i1.5986

Phan, T. N. Le. (2023). Students’ Perceptions of the AI Technology Application in English Writing Classes. Proceedings of the AsiaCALL International Conference, 4, 45–62. https://doi.org/10.54855/paic.2344

Rahmi, R., Amalina, Z., Andriansyah, & Rodgers, A. (2024). Does It Really Help? Exploring the Impact of Al-Generated Writing Assistant on the Students’ English Writing. Studies in English Language and Education, 11(2), 998–1012. https://doi.org/10.24815/siele.v11i2.35875

Roe, J., Renandya, W. A., & Jacobs, G. M. (2023). A Review of AI-Powered Writing Tools and Their Implications for Academic Integrity in the Language Classroom. Journal of English and Applied Linguistics, 2(1). https://doi.org/10.59588/2961-3094.1035

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers and Education, 128(September 2018), 13–35. https://doi.org/10.1016/j.compedu.2018.09.009

Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Students’ Perceptions of the Use of AI in a Writing Class. Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 624, 52–57. https://doi.org/10.2991/assehr.k.220201.009

Syahira, S., Kartini, K., Sulistyahadi, S., & Prafiadi, S. (2023). Persepsi Mahasiswa Prodi Pendidikan Bahasa Inggris Tentang Penggunaan Ai Dalam Pengajaran Bahasa Inggris. Jurnal Perspektif Pendidikan, 17(2), 263–269. https://doi.org/10.31540/jpp.v17i2.2630

Tulasi, L., & Rao, C. S. (2023). Integration of AI-Technologies into ELT: A Brief Study. Journal for Research Scholars and Professionals of English Language Teaching, 7(38). https://doi.org/10.54850/jrspelt.7.38.003

Utami, S. P. T., Andayani, Winarni, R., & Sumarwati. (2023). Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive? Contemporary Educational Technology, 15(4). https://doi.org/10.30935/cedtech/13419

VÁSQUEZ, S. W. C. (2015). Web 2.0 and Second Language Learning: What Does the Research Tell Us? SHENGGAO. Journal of Chemical Information and Modeling, 53(9), 1689–1699.

Zhang, P., & Kamel Boulos, M. N. (2023). Generative AI in Medicine and Healthcare: Promises, Opportunities and Challenges. Future Internet, 15(9), 1–15. https://doi.org/10.3390/fi15090286

Zimmerman. (2022). Becoming a Self-Regulated Learner: Beliefs, Techniques, and Illusions. Routledge, 5841(JUNE 2002), 315. https://doi.org/10.1207/s15430421tip4102

Downloads

Published

2025-07-28

How to Cite

Harfiza, J. H., Rachman, D., & Rahmawati, Y. (2025). Exploring Student Perceptions on Ai Integration in Academic English Writing Skill Development . Borneo Educational Journal (Borju), 7(2), 367–381. https://doi.org/10.24903/bej.v7i2.2104

Issue

Vol. 7 No. 2 (2025): August

Section

Articles

License

Copyright (c) 2025 Junisa Harfiza Harfiza, Dzul Rachman, Yeni Rahmawati

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

 

Most read articles by the same author(s)