EFL Students' Perceptions of Using Generative AI Tools in Academic Writing Classrooms: A Quantitative Survey
Kata Kunci:
Generative AI, Academic Writing, Students’ Perception, AI-assisted Writing, Technology Acceptance ModelAbstrak
The development of generative artificial intelligence (GenAI) has created new opportunities and challenges for academic writing in EFL contexts. This study investigated EFL students’ perceptions of using GenAI tools in academic writing across four dimensions: perceived usefulness, perceived ease of use, perceived learning benefits, and perceived risks and concerns. A quantitative descriptive survey design was employed with 71 undergraduate students majoring in English Language Education at a public university in Jambi Province, Indonesia. Data were collected through a 20-item questionnaire consisting of four dimensions and analyzed using Cronbach’s alpha, means, and standard deviations. The findings indicate that students generally held positive perceptions of GenAI. Perceived ease of use received the highest overall mean, followed by perceived usefulness, perceived risks and concerns, and perceived learning benefits. Students particularly valued GenAI for improving language quality, revising academic writing, and providing grammatical support and feedback. However, they also expressed substantial concerns regarding academic integrity, inaccurate information, overreliance, originality, and critical thinking. These findings suggest that GenAI can function as a valuable supplementary resource in EFL academic writing when integrated through responsible, critical, and pedagogically guided practices.
Referensi
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##submission.dataAvailability##
The datasets generated and analyzed during the current study are available from the corresponding author upon reasonable request.
