EXPLORING EFL UNDERGRADUATE STUDENTS' ACTIVITIES,
CHALLENGES, AND SOLUTIONS USING AI IN ACADEMIC WRITING AT
MUHAMMADIYAH UNIVERSITY OF METRO ACADEMIC YEAR 2024/2025
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Institusion
Universitas Muhammadiyah Metro
Author
WINARSIH, DEDE PUTRI
Subject
Bahasa Inggris
Datestamp
2025-03-06 04:09:58
Abstract :
This research examines the use of artificial intelligence (AI) tools in academic writing among undergraduate students of English as a Foreign Language (S1 English as a Foreign Language) at the English Department of Muhammadiyah Metro University. This research focuses on how AI tools support students in writing, and the activities, challenges, and solutions it implements. This research falls under the category of phenomenology with mixed methods research methodology using exploratory sequential design. The research data was collected through questionnaires and written interviews in a Google Form link, involving fifth and seventh-semester students, as well as students who are completing their thesis at PBI Universitas Muhammadiyah Metro. The results show that 100% of respondents use AI tools, with ChatGPT being the most popular tool (96.9%), followed by Mendeley (75%), QuillBot (65.6%), and Grammarly (62.5%). Students use these tools for a variety of activities, including paraphrasing, generating ideas, organizing references, formatting citations, detecting plagiarism, grammar corrections, and improving writing style. Although these tools assist in writing and reference management, students face challenges such as inaccuracies in AI-generated content, nonstandard citation formats, and issues related to plagiarism detection. To overcome these challenges, students implemented strategies such as providing clearer instructions to AI tools, using multiple tools simultaneously, and revising AI-generated results manually. To support this development, further research is needed to explore in-depth AI-generated academic writing. This should include analyzing the quality of writing, originality, coherence of content, use of language, and how AI helps in crafting logical arguments. Additionally, research should examine the impact of AI on students' critical and analytical thinking. By conducting an in-depth study, the goal is to optimize the role of AI in improving the quality of academic writing while addressing potential challenges. This study concludes that while AI tools have a positive impact on student writing by improving efficiency and quality, over-reliance on such tools may hinder critical thinking and creativity. Therefore, students are advised to use AI tools wisely, and educators need to guide effective use while emphasizing the importance of human involvement in the writing process.
This research examines the use of artificial intelligence (AI) tools in academic writing among undergraduate students of English as a Foreign Language (S1 English as a Foreign Language) at the English Department of Muhammadiyah Metro University. This research focuses on how AI tools support students in writing, and the activities, challenges, and solutions it implements. This research falls under the category of phenomenology with mixed methods research methodology using exploratory sequential design. The research data was collected through questionnaires and written interviews in a Google Form link, involving fifth and seventh-semester students, as well as students who are completing their thesis at PBI Universitas Muhammadiyah Metro. The results show that 100% of respondents use AI tools, with ChatGPT being the most popular tool (96.9%), followed by Mendeley (75%), QuillBot (65.6%), and Grammarly (62.5%). Students use these tools for a variety of activities, including paraphrasing, generating ideas, organizing references, formatting citations, detecting plagiarism, grammar corrections, and improving writing style. Although these tools assist in writing and reference management, students face challenges such as inaccuracies in AI-generated content, nonstandard citation formats, and issues related to plagiarism detection. To overcome these challenges, students implemented strategies such as providing clearer instructions to AI tools, using multiple tools simultaneously, and revising AI-generated results manually. To support this development, further research is needed to explore in-depth AI-generated academic writing. This should include analyzing the quality of writing, originality, coherence of content, use of language, and how AI helps in crafting logical arguments. Additionally, research should examine the impact of AI on students' critical and analytical thinking. By conducting an in-depth study, the goal is to optimize the role of AI in improving the quality of academic writing while addressing potential challenges. This study concludes that while AI tools have a positive impact on student writing by improving efficiency and quality, over-reliance on such tools may hinder critical thinking and creativity. Therefore, students are advised to use AI tools wisely, and educators need to guide effective use while emphasizing the importance of human involvement in the writing process.
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