EXPLORING GENERATIVE AI IN ACADEMIC WRITING: EFL STUDENTS’ PERCEPTIONS AND EXPERIENCES

Abstract

This study explored EFL students’ perceptions and experiences of using Generative AI in Academic Writing. Employing qualitative methods, specifically narrative inquiry design, this study explored the academic writing of four EFL students at a private university in Indonesia. The data were collected through reflective journal and interview. The data then were analyzed thematically following Braun & Clark’s thematic analysis procedures. This study revealed the students perceived that the use of Generative AI in Academic Writing is needed since it could help them during academic writing process, performance, and production. Furthermore, the students encountered both positive and negative experiences. In terms of positive experience, the use of Gen-AI in Academic Writing could benefit the students’ cognitive domain. In this matter, the use of Gen-AI helps students to deal with both linguistic and discourse issues of writing. However, the use of Generative AI in Academic Writing also could challenge the students in the matter of affective domain such as being too attached and relied too much on Gen-AI hence causing the students less motivated to do academic writing task without the help of Gen-AI. Therefore, this study emphasized the importance of educators’ existence and guidance while students using Gen-AI in Academic Writing.