IJETA - International Journal of Education, Technology, and AI

INTEGRATING AI-POWERED WRITING ASSISTANTS TO ENHANCE EFL STUDENTS’ ACADEMIC WRITING SKILLS: A MIXED-METHODS STUDY IN HIGHER EDUCATION

Mike Nurmalia Sari — 2025-08-08

ABSTRACT

Purpose: This study investigates the impact of AI-powered writing assistants on the academic writing performance of EFL students in higher education and explores students’ perceptions of these tools as part of their learning process.

Design/methodology/approach: A convergent mixed-methods design was employed involving 25 undergraduate students from the English Education Program at STKIP Muhammadiyah Sungai Penuh. Students participated in pretest–posttest writing tasks using Grammarly Premium and ChatGPT, followed by semi-structured interviews. Writing performance was assessed using a rubric adapted from IELTS Task 2, and data were analyzed using paired-samples t-tests and thematic analysis.

Findings: The results revealed a statistically significant improvement in students’ academic writing, with the mean score increasing from 63.0 to 80.5 (p < .001, d = 1.75). Gains were particularly strong in task response, coherence, and lexical resource. Interview data showed that students perceived AI tools as supportive and non-threatening, increasing their confidence, writing autonomy, and awareness of academic tone. However, concerns were raised regarding over-reliance and ethical usage.

Originality/value: This study contributes to the growing literature on AI in language learning by providing empirical evidence on the effectiveness and perception of AI-assisted writing in EFL contexts. It also highlights the importance of guided, ethical, and reflective integration of AI tools in writing instruction to maximize pedagogical outcomes.

AN ANALYSIS OF CLASSROOM INTERACTION BY USING FLANDER INTERACTION ANALYSIS CODE (FIAC) MODEL

Jeka Agustian — 2025-08-08

THE EFFECT OF QUICK WRITE STRATEGY ON STUDENTS’ ABILITY IN WRITING EXPOSITION TEXT

aldera L Gazela — 2025-08-08

Good writing skills are very important for students in facing academic challenges. However, students often have difficulty in writing exposition texts well. This study examines the effect of a speed writing strategy on students' writing ability in the context of analytical exposition texts. The type of research is experimental. The population in this study were all students of SMA Negeri 3 Sungai Penuh, and the samples were the control class (XI IPS 2) and the experimental class (XI IPA 1) determined by random sampling technique. data was collected by a test on exposition text writing skills. The results showed that the control class did not show significant improvement in their writing skills, as the average scores on both tests fell into the "less good" category. However, the experimental class showed significant improvement, with the average post-test score categorized as "excellent". The t-test analysis showed the calculated t value (12.146) > the critical t value (1.713) at the 0.05 significance level. These results indicate that the rapid writing strategy had a positive and significant impact on students in the experimental class, improving their ability to write analytical exposition texts, thus the importance of using effective teaching methods in improving students' writing ability.

THE POETIC STRUCTURE AND SOCIO-RELIGIOUS FUNCTIONS OF TRADITIONAL HEALING MANTRAS

Yusri UKM — 2025-08-08

This study aims to describe (1) the form of the treatment mantra, (2) the function of the treatment mantra, (3) the meaning of the treatment mantra in Semurup Community, Kerinci Regency, Jambi Province. This research is of qualitative type. Data were collected through observations, interviews, and recordings. The data in this study are treatment mantras, namely: (1) Mantra for being poisoned by poisonous snakes; (2) Mantra for babies always crying; (3) Mantra for stomach pain due to something, and (4) Mantra for being hit by sparks. The source of the data is the ustad/shaman who knows the healing mantras in the Semurup area, Kerinci district, Jambi province. The figure in question is Mr. H. Mat Dani. The data collection method is done by observation, interview, listening, and listening, recording, and library data. The results of this study are as follows: (1) The form of the treatment mantra in the Semurup Community of Kerinci Regency, Jambi Province is in the form of poetry, (2) The function of the treatment mantra in the Semurup Community of Kerinci Regency, Jambi Province is for treatment and kinship, and (3) The meaning of the treatment mantra in the Semurup Community of Kerinci Regency, Jambi Province is social and divine.

INTEGRATING ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE LEARNING: A COMPARATIVE STUDY OF HIGHER EDUCATION PRACTICES IN INDONESIA, CHINA, AND INDIA

Dashan Jiang — 2025-08-08

This study investigates the integration of Artificial Intelligence (AI) in English Language Learning (ELL) within higher education institutions in Indonesia, China, and India, focusing on adoption patterns, influencing factors, and perceived effectiveness. Data were collected from 450 participants, comprising 150 from each country, including EFL instructors, instructional designers, and undergraduate students enrolled in English-major or English-intensive programs. A mixed-methods design was employed, with 300 participants (100 per country) completing a structured questionnaire for the quantitative phase, and 45 participants (15 per country) participating in in-depth interviews for the qualitative phase. Quantitative analysis using descriptive statistics, one-way ANOVA, and multiple regression revealed significant cross-national differences, with China reporting the highest scores in perceived usefulness, ease of use, pedagogical integration, and institutional support, followed by India and Indonesia. Regression results indicated that perceived usefulness and pedagogical integration were the strongest predictors of AI-assisted ELL effectiveness. The qualitative findings provided contextual insights, highlighting the importance of national policy alignment, institutional readiness, and faculty training in shaping adoption outcomes. The study concludes that successful AI integration in ELL requires a context-sensitive approach that combines technological capability, pedagogical alignment, and supportive institutional ecosystems, offering both theoretical contributions to CALL and EdTech literature and practical implications for higher education policy and practice in multilingual contexts.