Investigating the Use of English Writing Assistant Applications by English Language Education Students

Abstract

The increasing use of artificial intelligence (AI)-based writing assistance applications has the potential to transform how students approach the academic writing process, particularly in the context of English language learning. Although most previous research has focused on the effectiveness of this technology in improving writing skills in general, studies that explore students’ direct experiences using this technology—specifically within the context of local higher education—remain limited. Therefore, this study aims to explore how English language education students utilize writing assistance applications to support the academic writing process and to understand the implications for their thinking processes, independent learning, and ethical boundaries in academic writing. This study employs a qualitative approach using a case study method involving ten English education students at Palangka Raya University. Data were collected through semi-structured interviews and analysed using thematic analysis. The results indicate that students actively use various writing assistance applications such as ChatGPT, Grammarly, QuillBot, and Google Translate at various stages of the writing process, particularly for brainstorming ideas, checking grammar, paraphrasing, and revising academic writing. This study also shows that the use of the app has a positive impact on improving students’ writing quality, time efficiency, self-confidence, and academic performance. However, this study also highlights challenges, including the potential for dependency, limitations in the quality of results, and concerns regarding critical thinking and academic ethics.