Jul 2026· Journal of Educational Management Research· Vol 5, pp. 4499-4511· 0 citations
Abstract
Writing is an essential skill in English as a Foreign Language (EFL) learning, particularly in developing students’ ability to produce narrative texts. This study aims to explore English teachers’ perspectives on the use of ChatGPT as a writing assistant in narrative writing instruction and to identify its perceived benefits and challenges. A qualitative study employing a basic interpretative design was conducted with five English teachers selected through purposive sampling based on their experience using ChatGPT in teaching. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers perceive ChatGPT as a valuable tool for supporting students’ idea generation, language development, and understanding of narrative text structure. It also assists teachers in preparing instructional materials and facilitating classroom activities. However, teachers also reported challenges, including students’ over-reliance on ChatGPT, ethical concerns related to plagiarism, difficulties in monitoring responsible use, and the potential reduction of students’ critical thinking skills. These findings imply that ChatGPT can effectively support narrative writing instruction when integrated with appropriate pedagogical guidance, ethical awareness, and teacher supervision to promote meaningful and responsible learning.
The emergence of generative artificial intelligence, particularly ChatGPT, has created both opportunities and challenges for writing instruction in secondary education. This study aims to: (1) describe Indonesian Language teachers’ understanding of ChatGPT as a tool for writing instruction; (2) analyze teachers’ perceptions of the Use of ChatGPT in writing instruction; and (3) explore strategies for the responsible use of ChatGPT to support students’ writing skills and digital literacy. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews with three Indonesian Language teachers, classroom observations, and analysis of instructional documents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that teachers possess a functionally pragmatic understanding of ChatGPT and perceive it as a learning support tool that facilitates the pre-writing process, particularly in generating ideas, organizing outlines, and providing initial feedback. Teachers’ perceptions of ChatGPT were generally positive due to its potential to improve instructional efficiency; however, concerns remained regarding students’ cognitive dependency, academic integrity, limited digital literacy among teachers, and infrastructural constraints. Teachers developed several responsible-use strategies, including guided prompting, comparative writing, error analysis, and reflective journaling, to ensure that AI supports the development of critical thinking and independent writing skills. The findings contribute to the development of a responsible AI integration model for Indonesian language instruction at the secondary school level.
Hanis Nurwidati, Farida Nugrahani, Agata Margareti et al.· Asian Journal of Applied Edu...· 0 citations
The rapid advances of generative artificial intelligence (GenAI) have created new possibilities for supporting learners of English as second/foreign language (ESL/EFL) in writing while also raising critical concerns about responsible and effective use. This mixed method study, therefore, explored how Saudi EFL learners perceived their experience in using ChatGPT in essay writing. A mixed-methods research design was adopted, combining a questionnaire administered to 78 Saudi EFL learners with semi-structured interviews with 15 students to gain deeper insights into their experiences. The findings revealed that students generally perceived ChatGPT as a useful essay writing support tool, especially for saving time and effort, improving language use and grammar, increasing accessibility to feedback, enhancing writing quality, and providing assistance throughout the writing process. However, students expressed more cautious views regarding the contribution of ChatGPT to their higher-order writing abilities, including paraphrasing, idea generation, and coherence development. Qualitative findings further showed that learners valued ChatGPT as a collaborative writing assistant which supported reflection, self-assessment, and learning, while also emphasizing the need for prompt refinement, critical evaluation, and human verification of ChatGPT-generated outputs. Students also identified several challenges, including inaccurate information, fabricated references, concerns about originality and personal writing voice, overreliance on ChatGPT, and ethical issues related to academic integrity, bias, and privacy. The study highlights that effective GenAI-supported writing requires a balanced approach in which students benefit from its affordances while maintaining human agency, critical judgment, and responsibility. The findings offer useful pedagogical insights for integrating ChatGPT into EFL writing instruction.
Sulaiman Algofaili· International Journal of Tec...· 0 citations
This study investigates the perceptions, experiences, and instructional practices of both students and teachers regarding the integration of AI chatbots into English language teaching within a vocational high school context. Employing a qualitative case study approach, the research was conducted at Methodist 2 Vocational High School Palembang. Data were gathered through semi-structured interviews, questionnaires, and classroom observations involving 100 students and four English teachers. The data were subsequently analyzed using thematic analysis, with methodological triangulation employed to enhance the credibility and trustworthiness of the findings. The results indicate that AI chatbots serve as valuable pedagogical tools by promoting learner autonomy, increasing classroom engagement, and providing instant, individualized feedback, particularly in the development of reading and writing skills. Nevertheless, their implementation remains predominantly task-driven, with limited integration into broader pedagogical strategies. The study also identifies several challenges, including students’ excessive dependence on AI-generated responses, insufficient development of critical thinking skills, disparities in digital literacy, and concerns regarding academic integrity. The findings further emphasize the pivotal role of teachers in facilitating the ethical, purposeful, and pedagogically sound use of AI technologies. Overall, the study concludes that although AI chatbots present considerable potential for enhancing English language learning in vocational education, their effective adoption depends on systematic pedagogical integration, clear instructional guidance, and the promotion of responsible AI use.
Vhrisky Pratama, Tahrun Tahrun, Hanni Yukaman· Esteem Journal of English Ed...· 0 citations
English writing is considered one of the most difficult skills for English as a Foreign Language (EFL) learners, although some students achieve excellent writing proficiency despite learning in a non-English-speaking environment. This study explored how successful senior high school students developed their English writing skills. Using a qualitative case study design, the research was conducted at SMA Katolik Santo Petrus Kanisius Palangka Raya, Indonesia. The participants consisted of ten purposively selected Grade XI students with strong writing performance and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four key practices that supported writing development: planning through brainstorming and outlining, applying multiple learning strategies such as reading, digital resources, and vocabulary building, engaging in regular writing practice with persistence and positive attitudes, and improving writing through self-editing and teacher feedback. These interconnected practices enhanced students’ organization, language accuracy, vocabulary, and overall writing quality. The study highlights that successful writing development results from the integration of cognitive, behavioral, and reflective processes, emphasizing the importance of process-oriented writing instruction in EFL classrooms.
Tri Aprilia Suciati, M. Luardini, N. Asi· Esteem Journal of English Ed...· 0 citations
Translanguaging is gaining increasing attention as a bilingual/multilingual pedagogical practice in English as a Foreign Language (EFL) classrooms because it allows teachers and students to utilize their language repertoires to support classroom interactions and learning processes. However, previous research in the Indonesian EFL context has largely focused on teacher practices, teacher observations, or instructional strategies without adequately exploring the roles and functions of translanguaging in supporting classroom engagement and conceptual understanding from both teacher and student perspectives. Therefore, this study aims to explore the roles and functions of translanguaging based on teachers' experiences and students' opinions in supporting engagement and conceptual understanding through translanguaging applications in EFL classrooms. This study employed a qualitative multiple case study design involving English teachers and students from two secondary schools in Indonesia. Data were collected from semi-structured interviews and analyzed using Reflexive Thematic Analysis. The findings indicate that teachers perceive translanguaging as an important instructional and interactional resource in clarifying concepts, facilitating classroom communication, encouraging student participation, and reducing language barriers during classroom interactions. Meanwhile, students perceived translanguaging as helpful in increasing emotional comfort, supporting active participation, and enhancing classroom engagement during English learning activities. The findings of this study indicate that translanguaging serves as a supportive bilingual practice in facilitating more meaningful classroom interactions in an EFL context. This study contributes to the growing discussion on translanguaging for multilingual research by providing a more comprehensive understanding of how translanguaging is perceived by both teachers and students in Indonesian EFL classrooms, particularly in Makassar.
Nadhifah Rifdhah, Murni Mahmud, Andi Anto Patak· International Journal of Lan...· 0 citations
This study aimed to investigate how university students use ChatGPT throughout the English writing process and how AI-assisted interaction influences their writing revisions. Using a qualitative inquiry, the study involved 30 university students who had used ChatGPT for English writing tasks at least three times. Data were collected asynchronously through pre- and post-ChatGPT writing drafts, structured reflection journals, prompt logs, and written follow-up responses from selected participants, and were analyzed thematically with triangulation to enhance trustworthiness. The findings revealed that students mainly used ChatGPT during the revising and editing stages rather than for idea generation. They engaged critically with AI-generated suggestions by selectively accepting or modifying them to preserve their own voice, examples, and contextual relevance. Draft comparisons showed an average increase of 14.3% in essay length, along with more developed sentences and conclusions, reflecting improvements in grammar, vocabulary, and organization. These findings suggest that ChatGPT functions as a supportive revision tool rather than a replacement for students' writing and provide implications for integrating generative AI into English writing instruction while promoting AI literacy and responsible AI use in higher education.
Rian Erlangga, Ratna Andhika Mahaputri, Haris Budiana· Journal of Educational Manag...· 0 citations
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