UNIVERSITY STUDENTS\' PERCEPTIONS OF USING AI-POWERED CHATBOTS IN ENGLISH WRITING : PROS AND CONS
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Institusion
Universitas Islam Kalimantan M A B Banjarmasin
Author
Ningsih, Sari Mulia
Subject
L Education (General)
Datestamp
2026-07-21 05:32:07
Abstract :
This study investigates university students’ perceptions of using AI-powered chatbots in English writing, focusing on both the advantages and disadvantages. Employing a quantitative research design, data were collected through a questionnaire using a 4-point Likert scale distributed to 30 English department students at [University Name]. The questionnaire covered aspects such as error reduction, vocabulary enhancement, idea generation, writing fluency, over-reliance, and authenticity concerns. The results revealed that the majority of students held a positive perception toward AI-powered chatbots, with high agreement on their ability to reduce grammatical errors, expand vocabulary, and support idea development. However, several concerns emerged, including dependency on AI assistance and potential decline in independent writing skills. Overall, the findings suggest that AI-powered chatbots can be a valuable tool in English writing when used as a complement rather than a substitute for learners’ own skills. These insights provide practical implications for integrating AI tools effectively in academic writing instruction.
This study investigates university students’ perceptions of using AI-powered chatbots in English writing, focusing on both the advantages and disadvantages. Employing a quantitative research design, data were collected through a questionnaire using a 4-point Likert scale distributed to 30 English department students at [University Name]. The questionnaire covered aspects such as error reduction, vocabulary enhancement, idea generation, writing fluency, over-reliance, and authenticity concerns. The results revealed that the majority of students held a positive perception toward AI-powered chatbots, with high agreement on their ability to reduce grammatical errors, expand vocabulary, and support idea development. However, several concerns emerged, including dependency on AI assistance and potential decline in independent writing skills. Overall, the findings suggest that AI-powered chatbots can be a valuable tool in English writing when used as a complement rather than a substitute for learners’ own skills. These insights provide practical implications for integrating AI tools effectively in academic writing instruction.
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