Students’ Perspectives on the Role of AI Chatbots in Enhancing Vocabulary and Grammar in EFL Writing

Abstract

This qualitative study investigates students’ perspectives on the role of AI chatbots, particularly ChatGPT, in supporting vocabulary development and grammatical accuracy in English as a Foreign Language (EFL) writing. Data were collected from ten Management Study Program students at Universitas Widya Gama Mahakam Samarinda through interviews, classroom observations, and documentation, and were analyzed using an interactive qualitative model involving data reduction, data display, and conclusion drawing. The findings indicate that students use AI chatbots to obtain immediate grammar feedback, explore vocabulary alternatives, rephrase sentences, and request explanations. Students generally perceived AI as accessible and non-judgmental, which supported confidence and independent writing practice. However, the findings also reveal risks of over-reliance and instances of feedback that was contextually or academically inappropriate. Therefore, the educational value of AI chatbots depends on students’ critical evaluation of AI-generated suggestions rather than passive acceptance. Because the study involved a small, context-specific sample and did not measure longitudinal language gains, the findings should be interpreted as evidence of students’ perceptions and learning practices rather than proof of long-term proficiency improvement.