EFL THESIS WRITERS' AFFECTIVE, BEHAVIORAL, AND COGNITIVE PERCEPTIONS OF AI WRITING TOOLS IN AN INDONESIAN ISLAMIC UNIVERSITY
DOI:
https://doi.org/10.24252/elstic-ij.v4i03.59150Abstract
Artificial intelligence (AI) writing tools such as ChatGPT, Grammarly, and QuillBot are now part of how many English as a Foreign Language (EFL) students write their undergraduate theses. Yet it is unclear whether students' enthusiasm for these tools is matched by a critical view of what the tools can and cannot do. This quantitative survey examined how 30 students from the 2021 cohort of an English Education Department at UIN Alauddin Makassar, Indonesia, appraised AI tools in thesis writing through the affective, behavioral, and cognitive (ABC) lenses. Data were collected with a 20-item, 5-point Likert questionnaire (affective: 7 items; behavioral: 6; cognitive: 7) and analyzed descriptively in SPSS. All three dimensions fell in the "Agree" band: behavioral 71.7%, affective 70.2%, and cognitive 69.0%. The most strongly endorsed items were using AI to paraphrase or summarize complex texts (75.3%), feeling confident using AI tools (74.7%), and acknowledging that AI still has limitations (74.7%). The lowest-rated items concerned the reliability of AI-generated content and gains in critical thinking (both 66.0%). Students therefore appear to be confident users who remain cautious about accuracy and cognitive benefit. The wide spread of total scores also shows that views were not uniform. The paper discusses implications for AI-literacy training and supervision in EFL thesis writing.
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