The Use of Artificial Intelligence in Learning Writing of the Indonesian and Philippine Students
Keywords:
artificial intelligence, EFL writing, ESL writing, writing process
Abstract
The integration of technology, particularly artificial intelligence (AI), has transformed foreign and second language learning, including the teaching and learning of writing. AI-based tools can help students find references quickly, paraphrase sentences, translate texts, and check grammar and sentence structure. This study investigated the kinds of AI tools used by Indonesian English as a Foreign Language (EFL) students and Philippine English as a Second Language (ESL) students in learning writing, how they used these tools across the stages of the writing process, and the weaknesses and ethical issues they perceived. A descriptive qualitative design was employed. The participants were students of the English Education Department of Universitas Islam Negeri (UIN) Sultan Aji Muhammad Idris Samarinda, Indonesia, and seven students enrolled in English-related programs at Central Mindanao University, the Philippines. The data were collected through interviews, observation, and documentation, analyzed using the interactive model of Miles, Huberman, and Saldaña, and validated through triangulation. The findings showed that the Indonesian students used a wide range of tools, namely QuillBot, Grammarly, ChatGPT, DeepL, Perplexity AI, and Essay Writer, whereas the Philippine students relied mainly on ChatGPT, followed by Grammarly and Gemini. In both contexts, AI was used throughout the writing process, most intensively at the drafting stage and, among the Philippine students, also at the editing stage. The students acknowledged that AI sometimes produced inaccurate or overly general information and expressed concerns about dependency, while most Philippine students did not disclose their use of AI to their lecturers. These findings suggest that the students used AI selectively, according to their needs and abilities, and that clear institutional guidance on the responsible use of AI in writing is needed.
References
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Ghufron, M. A. (2016). Process-genre approach, product approach, and students' self-esteem in teaching writing. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 37–54.
Gunantar, D. A. (2016). The impact of English as an international language on English language teaching in Indonesia. Language Circle: Journal of Language and Literature, 10(2), 141–151. https://doi.org/10.15294/lc.v10i2.5621
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Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective. Cogent Education, 10(2), Article 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211–226. https://doi.org/10.1108/PRR-10-2021-0060
Navila, A., Rochsantiningsih, D., & Drajati, N. A. (2023). EFL pre-service teachers' experiences using a digital multimodal composing framework to design digital storytelling books. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 8(2), 217–231. https://doi.org/10.21093/ijeltal.v8i2.1561
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), Article 22. https://doi.org/10.1186/s41039-017-0062-8
Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi'i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(1), Article 54. https://doi.org/10.1186/s41239-021-00292-9
Shafiee Rad, H., Alipour, R., & Jafarpour, A. (2024). Using artificial intelligence to foster students' writing feedback literacy, engagement, and outcome: A case of Wordtune application. Interactive Learning Environments, 32(9), 5020–5040. https://doi.org/10.1080/10494820.2023.2208170
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, Article 100752. https://doi.org/10.1016/j.asw.2023.100752
Sugiyono. (2019). Metode penelitian pendidikan [Educational research methods]. Alfabeta.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967. https://doi.org/10.1007/s10639-023-11742-4
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39. https://doi.org/10.1186/s41239-019-0171-0
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, Article 100025. https://doi.org/10.1016/j.caeai.2021.100025
Chan, C. K. Y., & Hu, W. (2023). Students' voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), Article 43. https://doi.org/10.1186/s41239-023-00411-8
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dizon, G., & Gayed, J. M. (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. The JALT CALL Journal, 17(2), 74–92. https://doi.org/10.29140/jaltcall.v17n2.336
Fauzan, U., Muklis, M., Hadijah, S., Ihsan, A., Diasti, T., Pebriarni, N., Adha, I., & Rukiyah, W. (2023). Pelatihan gerakan pandai computational thingking [Computational thinking training movement]. SIMAS: Jurnal Pengabdian Masyarakat, 1(2), 37–42. https://doi.org/10.21093/simas.v1i1.7126
Fitria, T. N. (2021). The use technology based on artificial intelligence in English teaching and learning. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 6(2), 213–223. https://doi.org/10.24235/eltecho.v6i2.9299
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
Ghufron, M. A. (2016). Process-genre approach, product approach, and students' self-esteem in teaching writing. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 37–54.
Gunantar, D. A. (2016). The impact of English as an international language on English language teaching in Indonesia. Language Circle: Journal of Language and Literature, 10(2), 141–151. https://doi.org/10.15294/lc.v10i2.5621
Hadijah, S. (2014). Investigating the problems of English speaking of the students of Islamic boarding school program at STAIN Samarinda. Dinamika Ilmu, 14(2), 240–247. https://doi.org/10.21093/di.v14i2.16
Harmer, J. (2004). How to teach writing. Pearson Education.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge University Press.
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kawinkoonlasate, P. (2019). Technology integration and English language instruction for education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 3(2), 203–213. https://doi.org/10.21093/ijeltal.v3i2.157
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
Kurniati, E. Y., & Fithriani, R. (2022). Post-graduate students' perceptions of Quillbot utilization in English academic writing class. Journal of English Language Teaching and Linguistics, 7(3), 437–451. https://doi.org/10.21462/jeltl.v7i3.852
Lee, S.-M. (2020). The impact of using machine translation on EFL students' writing. Computer Assisted Language Learning, 33(3), 157–175. https://doi.org/10.1080/09588221.2018.1553186
Lin, C.-C., Huang, A. Y. Q., & Lu, O. H. T. (2023). Artificial intelligence in intelligent tutoring systems toward sustainable education: A systematic review. Smart Learning Environments, 10(1), Article 41. https://doi.org/10.1186/s40561-023-00260-y
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring artificial intelligence in academic essay: Higher education student's perspective. International Journal of Educational Research Open, 5, Article 100296. https://doi.org/10.1016/j.ijedro.2023.100296
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective. Cogent Education, 10(2), Article 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211–226. https://doi.org/10.1108/PRR-10-2021-0060
Navila, A., Rochsantiningsih, D., & Drajati, N. A. (2023). EFL pre-service teachers' experiences using a digital multimodal composing framework to design digital storytelling books. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 8(2), 217–231. https://doi.org/10.21093/ijeltal.v8i2.1561
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), Article 22. https://doi.org/10.1186/s41039-017-0062-8
Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi'i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(1), Article 54. https://doi.org/10.1186/s41239-021-00292-9
Shafiee Rad, H., Alipour, R., & Jafarpour, A. (2024). Using artificial intelligence to foster students' writing feedback literacy, engagement, and outcome: A case of Wordtune application. Interactive Learning Environments, 32(9), 5020–5040. https://doi.org/10.1080/10494820.2023.2208170
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, Article 100752. https://doi.org/10.1016/j.asw.2023.100752
Sugiyono. (2019). Metode penelitian pendidikan [Educational research methods]. Alfabeta.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967. https://doi.org/10.1007/s10639-023-11742-4
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39. https://doi.org/10.1186/s41239-019-0171-0
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, Article 100025. https://doi.org/10.1016/j.caeai.2021.100025
Published
2026-10-22
How to Cite
Salon, M. V. S., Fauzan, U., Rosdiana, S., & Hadijah, S. (2026). The Use of Artificial Intelligence in Learning Writing of the Indonesian and Philippine Students. Indonesian Journal of EFL and Linguistics, 11(2), 279-294. https://doi.org/10.21462/ijefl.v11i2.1058
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