INTEGRATING ARTIFICIAL INTELLIGENCE INTO ACADEMIC WRITING PEDAGOGY: INSIGHTS FROM FOURTH-SEMESTER UNIVERSITY STUDENTS

Abstract

The integration of Artificial Intelligence (AI) in higher education has increasingly influenced the way students approach academic writing. Despite the growing use of tools such as ChatGPT, empirical studies examining university students’ perceptions of AI-assisted academic writing in the Indonesian EFL context remain limited. This study investigates the perceptions of fourth-semester English Study Program students at Universitas Islam Indragiri regarding the use of AI, particularly ChatGPT, in learning academic writing. Adopting a descriptive quantitative approach, data were collected through a questionnaire distributed to 21 students and analyzed using descriptive statistical techniques. The investigation focused on three aspects of perception: stimulus absorption, understanding, and evaluation. The findings reveal that students generally demonstrate positive perceptions toward the use of AI in academic writing. They recognize AI as a helpful tool for improving writing quality, efficiency, and structural awareness, while also showing awareness of its limitations and the need for critical revision. Although a small number of students expressed concerns about over-reliance and personal satisfaction with AI-assisted outputs, the overall responses suggest a responsible and reflective use of AI. This study contributes theoretically to discussions on AI-assisted language learning and practically offers insights for educators in integrating AI tools as supportive resources in academic writing instruction.