Exploring EFL Students’ Experience of Using AI Tools In Developing English Academic Writing

This study explores the experiences of English as a Foreign Language (EFL) students in using Artificial Intelligence (AI) tools to support the development of their English academic writing. The research addresses two central issues: identifying the types of AI tools used and examining students’ perceptions and experiences of using these tools during the writing process. The urgency of this study lies in the increasing reliance on AI in academic contexts, which has transformed how students write, revise, and conceptualize their writing. While AI tools offer benefits in improving grammar, coherence, and productivity, concerns about overdependence and loss of originality persist, especially in non-native English contexts. Using a qualitative approach with a case study design, this research was conducted at UIN Sunan Ampel Surabaya. It involved 25 English Language Education Department (ELED) students who actively used AI tools for thesis writing. Data were collected through questionnaires and in-depth interviews, and analyzed thematically to uncover patterns in tool usage and student reflections. The findings reveal that EFL students widely utilize various AI tools, which are categorized into six types: translation, citation, writing assistants like ChatGPT, paraphrasing, grammar checkers, and plagiarism checkers. These tools are used across different stages of writing—from idea generation to final revisions. Students generally perceive AI tools as effective in enhancing writing efficiency, clarity, and confidence. However, they also express concern about becoming overly reliant, which could undermine critical thinking and personal voice. Grounded in Fred Davis’s Technology Acceptance Model (TAM) and Sidney I. Dobrin’s theory of human-AI collaboration, the study concludes that while students accept AI for its usefulness and ease of use, conscious engagement and human oversight are essential. The study offers valuable implications for students, educators, and policymakers in leveraging AI responsibly in academic writing without compromising authenticity and intellectual growth.