EFL Students’ Attitudes Toward Generative AI in English Writing

Abstract

EFL students often face significant difficulties in English writing, particularly regarding vocabulary limitations, grammatical accuracy, idea organization, and coherence. The rapid development of generative artificial intelligence (AI) has significantly influenced educational practices, particularly in English writing instruction. Tools such as ChatGPT, Grammarly, and QuillBot are increasingly used by students to support various writing activities. This study aimed to investigate EFL students’ attitudes toward the use of generative AI in English writing activities, including their habits, perceived effects, and challenges associated with its use. The study employed a quantitative descriptive survey design involving 54 students from the English Language Teaching Department of a university in Indonesia. Data were collected through an online questionnaire consisting of 16 items grouped into four dimensions: attitudes, habits, effects, and challenges. The data were analyzed using descriptive statistics, including frequency, percentage, mean, median, mode, range, and standard deviation. The findings revealed that students generally demonstrated positive attitudes toward the use of generative AI in English writing activities. Among the four dimensions, the effects of generative AI obtained the highest mean score (M = 3.25), followed by habits (M = 3.21), attitudes (M = 3.17), and challenges (M = 3.10). The findings indicate that students perceived generative AI as beneficial, practical, and supportive in improving their writing activities. Students reported using AI tools to generate ideas, improve grammar and vocabulary, paraphrase sentences, and complete writing assignments more efficiently. However, concerns regarding dependency, reduced independent thinking, and the accuracy of AI-generated content were also identified.