ChatGPT in EFL Students’ Engagement in Academic Writing
Keywords:
ChatGPT in EFL Writing, EFL Learners’ Challenges in Writing. Engagement in WritingAbstract
This study explores the role of ChatGPT in enhancing English as a Foreign Language (EFL) students’ engagement in academic writing. Writing remains a complex skill for EFL learners, often constrained by linguistic limitations, low confidence, and insufficient feedback in traditional classrooms. Drawing on theories of student engagement, self-regulated learning, and sociocultural scaffolding, this study examines how ChatGPT shapes learners’ cognitive, emotional, and behavioural engagement during the writing process. Adopting a qualitative design, data were collected from graduate students in an English Language Education program at Universitas Negeri Semarang through semi-structured interviews and reflective journals. The findings indicate that ChatGPT supports idea development, organization, and revision, thereby strengthening cognitive engagement. It also reduces writing anxiety and fosters confidence, contributing to more positive emotional engagement. In addition, students demonstrate greater persistence and active participation in writing tasks, reflecting enhanced behavioural engagement. However, the study also identifies concerns related to overreliance on AI, which may limit critical thinking and learner autonomy. Overall, the findings highlight the need for a balanced and pedagogically guided integration of AI tools in EFL writing instruction.
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Nandasyah, R., & Halim, A. (2025). CHATGPT AS A TOOL FOR EFL LEARNING: ITS IMPACT ON MOTIVATION AND ENGAGEMENT. Getsempena English Education Journal (GEEJ), 12(2), 205–219. https://ejournal.bbg.ac.id/geej
Pratama, A., & Sulistiyo, U. (2024). A Systematic Review of Artificial Intelligence in Enhancing English Foreign Learners’ Writing Skills. PPSDP International Journal of Education, 3(2), 170–181.
Safdar, U., Shafi, S., & Junaid, M. (2025). Indus Journal of Social Sciences The Impact of AI-Driven Gamification on Student Engagement and Academic Performance in English Language Teaching (Vol. 3, Number 1). https://induspublishers.com/IJSS/about
Sukserm, P., Masantiah, C., & Tippayakulpairoj, D. (2025). Development of factors contributing to barriers to paragraph writing for EFL learners. International Journal of Evaluation and Research in Education, 14(5), 4183–4194. https://doi.org/10.11591/ijere.v14i5.33835
Suriano, R., Plebe, A., Acciai, A., & Fabio, R. A. (2025). Student interaction with ChatGPT can promote complex critical thinking skills. Learning and Instruction, 95. https://doi.org/10.1016/j.learninstruc.2024.102011
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100270
Yan, D., & Zhang, S. (2024a). L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03543-y
Yan, D., & Zhang, S. (2024b). L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03543-y
Yao, G., & Fan, L. (2025). Cognitive load scale for AI-assisted L2 writing: scale development and validation. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1666974
Yuan, L., & Liu, X. (2025). The effect of artificial intelligence tools on EFL learners’ engagement, enjoyment, and motivation. Computers in Human Behavior, 162. https://doi.org/10.1016/j.chb.2024.108474
AI for Engagement and Motivation in Academia. (2024).
Alasgarova, R., & Rzayev, J. (2024). The Role of Artificial Intelligence in Shaping High School Students’ Motivation. International Journal of Technology in Education and Science, 8(2), 311–324. https://doi.org/10.46328/ijtes.553
Ana Ahsana El Sulukiyyah, Utami Widiati, Francisca Maria Ivone, & Abdullah, S. (2026). EFL First-Year Students’ Writing Challenges and Strategies in the Transition from High School to University Writing. JOALL (Journal of Applied Linguistics and Literature), 11(1), 24–43. https://doi.org/10.33369/joall.v11i1.44209
Anjarani, S., Furqon, M., & Rakhmawati, F. (2024). ChatGPT to Foster Students’ Engagement in Writing Class: An Intervention Study. Voices of English Language Education Society, 8(3). https://doi.org/10.29408/veles.v8i3.27687
Aspers, P., & Corte, U. (2019). What is Qualitative in Qualitative Research. Qualitative Sociology, 42(2), 139–160. https://doi.org/10.1007/s11133-019-9413-7
Assapari, M. M., Hidayati, R., & Mukti, S. R. W. (2025). Unlocking the Future: EFL Students’ Insights on Artificial Intelligences for Academic Writing. Indonesian Journal of Artificial Intelligence and Data Mining, 8(1), 120. https://doi.org/10.24014/ijaidm.v8i1.30307
Baskara, FX. R. (2023). AI-Driven Dynamics: ChatGPT Transforming ELT Teacher-Student Interactions. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 13(2), 261. https://doi.org/10.26714/lensa.13.2.2023.261-275
Chen, R. (2025). A Study on the Application of ChatGPT in L2 Writing Feedback. 485–491. https://doi.org/10.5220/0014000900004912
Cong, Y., Yang, L., & Ergün, A. L. P. (2024). Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis. Acta Psychologica, 248. https://doi.org/10.1016/j.actpsy.2024.104394
DiCicco-Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. In Medical Education (Vol. 40, Number 4, pp. 314–321). https://doi.org/10.1111/j.1365-2929.2006.02418.x
Du, C., & Yang, Y. (2025). Doctoral students’ use of Generative AI and their engagement in English for Research Publication Purposes writing: An activity theory perspective. System, 134. https://doi.org/10.1016/j.system.2025.103828
Dzahabiyyah, L. (2021a). Exploring the Role of ChatGPT in Enhancing EFL Students’ Writing Skills: A Qualitative Study at Universitas Negeri Semarang. Print) Journal of English Language and Education, 10, 2025. https://doi.org/10.31004/jele.v10i6.1560
Dzahabiyyah, L. (2021b). Exploring the Role of ChatGPT in Enhancing EFL Students’ Writing Skills: A Qualitative Study at Universitas Negeri Semarang. Print) Journal of English Language and Education, 10, 2025. https://doi.org/10.31004/jele.v10i6.1560
Grossoehme, D. H. (2014). Overview of Qualitative Research. Journal of Health Care Chaplaincy, 20(3), 109–122. https://doi.org/10.1080/08854726.2014.925660
Jaya, S. (2025). LINGUISTIC, STRUCTURAL, AND COGNITIVE CHALLENGES IN INDONESIAN EFL STUDENTS’ ARGUMENTATIVE WRITING. English Review: Journal of English Education, 13(2), 831–848. https://doi.org/10.25134/erjee.v13i2.11876
Khaerani, N. S., Lintangsari, A. P., & Gayatri, P. (2023). EFL Students’ Learning Engagement in The Post Pandemic Era. JEELS (Journal of English Education and Linguistics Studies), 10(1), 119–148. https://doi.org/10.30762/jeels.v10i1.869
Lestari, E., Tusino, T., & Rokhayati, T. (2025). Enhancing Students’ Writing Skills: The Impact, Engagement, and Optimization of Automated and Teacher Written Corrective Feedback. Jurnal Pendidikan Bahasa Inggris Undiksha, 13(2), 196–207. https://doi.org/10.23887/jpbi.v13i2.92886
Liang, J. (2026). Student Engagement with ChatGPT and Teacher Feedback in L2 Writing. International Journal of Changes in Education. https://doi.org/10.47852/bonviewijce62026891
Liu, Y., Lu, X., & Qi, H. (2025). Comparing GPT-based approaches in automated writing evaluation. Assessing Writing, 66. https://doi.org/10.1016/j.asw.2025.100961
Meniado, J. C., Huyen, D. T. T., Panyadilokpong, N., & Lertkomolwit, P. (2024). Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam. Computers and Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100313
Mun, C. (2024). EFL Learners’ English Writing Feedback and Their Perception of Using ChatGPT. STEM Journal, 25(2), 26–39. https://doi.org/10.16875/stem.2024.25.2.26
Nandasyah, R., & Halim, A. (2025). CHATGPT AS A TOOL FOR EFL LEARNING: ITS IMPACT ON MOTIVATION AND ENGAGEMENT. Getsempena English Education Journal (GEEJ), 12(2), 205–219. https://ejournal.bbg.ac.id/geej
Pratama, A., & Sulistiyo, U. (2024). A Systematic Review of Artificial Intelligence in Enhancing English Foreign Learners’ Writing Skills. PPSDP International Journal of Education, 3(2), 170–181.
Safdar, U., Shafi, S., & Junaid, M. (2025). Indus Journal of Social Sciences The Impact of AI-Driven Gamification on Student Engagement and Academic Performance in English Language Teaching (Vol. 3, Number 1). https://induspublishers.com/IJSS/about
Sukserm, P., Masantiah, C., & Tippayakulpairoj, D. (2025). Development of factors contributing to barriers to paragraph writing for EFL learners. International Journal of Evaluation and Research in Education, 14(5), 4183–4194. https://doi.org/10.11591/ijere.v14i5.33835
Suriano, R., Plebe, A., Acciai, A., & Fabio, R. A. (2025). Student interaction with ChatGPT can promote complex critical thinking skills. Learning and Instruction, 95. https://doi.org/10.1016/j.learninstruc.2024.102011
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100270
Yan, D., & Zhang, S. (2024a). L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03543-y
Yao, G., & Fan, L. (2025). Cognitive load scale for AI-assisted L2 writing: scale development and validation. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1666974
Yuan, L., & Liu, X. (2025). The effect of artificial intelligence tools on EFL learners’ engagement, enjoyment, and motivation. Computers in Human Behavior, 162. https://doi.org/10.1016/j.chb.2024.108474
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