A Student Perceptions On The Academic Writing Skills Of English Education Students At Kalimantan Timur
TL;DR
It is suggested that, to improve independent writing abilities while reducing risks, curricula must incorporate ethical AI and pedagogical practices in language teaching that encourage balanced use of technology are proposed.
Abstract
This study aims to investigate how English Education students at Universitas Muhammadiyah Kalimantan Timur perceive their academic writing abilities, specifically regarding the use of ChatGPT and other artificial intelligence tools. At a time when AI is becoming increasingly integrated into education, the study addresses concerns about how these technologies affect writing skills in underdeveloped areas, potentially impacting creativity, motivation, and moral behavior. Using a descriptive qualitative approach, the study combined semi-structured qualitative interviews with six purposively selected participants, which were subjected to thematic analysis, with quantitative surveys using a 21-item Likert-scale questionnaire administered to 31 students and analyzed using descriptive and inferential statistics. Quantitative results showed generally favorable opinions (mean score of 2.25), with significant suspicion about plagiarism detection but considerable agreement about AI's contribution to efficiency and brainstorming. Qualitative findings emphasized AI as a scaffold and a source of cognitive assistance, tempered by concerns about over-reliance and self-confidence. The findings suggest that, to improve independent writing abilities while reducing risks, curricula must incorporate ethical AI. To enhance students' development in East Kalimantan, this research proposes pedagogical practices in language teaching that encourage balanced use of technology.