ENHANCING ENGLISH ESSAY WRITING THROUGH AI-BASED DIGITAL TOOLS: INSIGHTS FROM INDONESIAN EFL STUDENTS
Keywords:
AI-Based Digital Tools, Digital Scaffolding, EFL Writing, Essay Writing, Secondary School StudentsAbstract
The increasing integration of artificial intelligence (AI)-based digital tools has reshaped English writing instruction, particularly in EFL contexts where students often struggle with idea development, linguistic accuracy, vocabulary use, and textual coherence. This study investigates how Indonesian senior high school students utilize AI-based digital tools in writing English essays, with particular attention to ChatGPT, Grammarly, and DeepL. Employing a qualitative descriptive design, the study analyzed 28 final essays written by twelfth-grade students in the Language Studies major at a public senior high school in Makassar, Indonesia. The essays were examined through thematic analysis using four analytical dimensions: structure and organization, grammar and syntax, vocabulary use, and coherence and cohesion. The findings reveal that AI-based tools contributed most visibly to improved essay organization, lexical expansion, and local textual flow. Students’ essays showed clearer paragraph sequencing, more academic and topic-specific vocabulary, and stronger use of cohesive devices. However, grammatical accuracy and idiomatic control remained uneven, with persistent issues such as tense inconsistency, article errors, translation-like syntax, and mechanical transitions. This study contributes to AI-assisted EFL writing research by offering text-based evidence from an underexplored secondary-school context and by conceptualizing AI support as a multi-tool writing ecology rather than a single technological intervention.
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References
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Li, J., Huang, J., Wu, W., & Whipple, P. B. (2024). Evaluating the Role of ChatGPT in Enhancing EFL Writing Assessments in Classroom Settings: A Preliminary Investigation. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-03755-2
Lim, J. H., Yunus, M. M., & Wong, W. L. (2026). The Impact of Artificial Intelligence Writing Tools on Learners’ Motivation in English Writing: A Systematic Review. International Journal of Learning, Teaching and Educational Research, 25(1), 695–713. https://doi.org/10.26803/ijlter.25.1.33
Liu, J., Sihes, A. J. Bin, & Lu, Y. (2025). How Do Generative Artificial Intelligence (AI) Tools and Large Language Models (LLMs) Influence Language Learners’ Critical Thinking in EFL Education? A Systematic Review. In Smart Learning Environments (Vol. 12, Number 1, pp. 1–35). https://doi.org/10.1186/s40561-025-00406-0
Losi, R. V., Putra, E., Ali, N., & Dewi, A. S. (2024). Using Artificial Intellegence (AI) to Improve EFL Students’ Writing Skill. International Journal of English and Applied Linguistics, 4(1), 62–70. https://doi.org/ijeal.v4il.3694
Maulani, N., Abduh, A., & Baa, S. (2025). Lecturer and Students’ Perception on the Implementation of Task-Based Language Teaching Method in Writing Classroom. Klasikal : Journal of Education, Language Teaching and Science, 7(1), 369–380. https://doi.org/10.52208/klasikal.v7i1.1309
Mokhtar, M. M., Jamil, M., Yaakub, R., & Amzah, F. (2020). Debate as a Tool for Learning and Facilitating Based on Higher Order Thinking Skills in the Process of Argumentative Essay Writing. International Journal of Learning, Teaching and Educational Research, 19(6), 62–75. https://doi.org/10.26803/ijlter.19.6.4
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Sobari, T., Mulyadi, Y., Wikanengsih, W., & Mustika, I. (2024). Role of Conjunctions and Students’ Cognitive Characteristics in Argumentative Essay Writing. International Journal of Learning, Teaching and Educational Research, 23(3), 111–130. https://doi.org/10.26803/ijlter.23.3.6
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Tuljannah, W. (2025). Integrating Technology-Based Learning in Enhancing Students’ Interest in English Language Learning. Getsempena English Education Journal (GEEJ), 12(2), 106–120. https://ejournal.bbg.ac.id/geej
Ugun, V. A., & Aziz, A. A. (2020). Systematic Review: Writing Approaches in the Teaching of Writing Skills. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 69–88. https://doi.org/10.37134/ajelp.vol8.2.6.2020
Wiles, R. (2013). What Are Qualitative Research Ethics? (First Eds.). Bloomsbury Publishing.
Yang, J., Hou, C., Lu, X., & Wang, Y. (2025). A Study on AI-Assisted Feedback in ESL Writing: A Case Study of ChatGPT. World Journal of English Language, 15(8), 422–436. https://doi.org/10.5430/wjel.v15n8p422
Yeung, S. (2025). University Students’ Engagement with Generative AI-Supported Automated Writing Evaluation (AWE) Feedback. Journal of Second Language Writing, 68(1), 1–15. https://doi.org/10.1016/j.jslw.2025.101203
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Alghannam, M. S. M. (2025). Artificial Intelligence as a Provider of Feedback on EFL Student Compositions. World Journal of English Language, 15(2), 161–173. https://doi.org/10.5430/wjel.v15n2p161
Aljabr, F., Zakarneh, B., Annamalai, N., & Said, N. Al. (2025). Integrating AI: Challenges and Opportunities in Teaching English Writing Skills. World Journal of English Language, 15(5), 371–382. https://doi.org/10.5430/wjel.v15n5p371
Baa, S. (2022). What Considerations Should the EFL/ESL Teacher Take Into Account When Teaching Vocabulary? Klasikal : Journal of Education, Language Teaching and Science, 4(1), 170–176. https://doi.org/10.52208/klasikal.v4i1.138
Bailey, S. (2015). Academic Writing: A Handbook for International Students (Fourth Eds). Routledge: Taylor & Francis Group.
Baron, N. S. (2023). Who Wrote This? How AI and the Lure of Efficiency Threaten Human Writing (First Eds). Stanford University Press.
Batubara, I. A., Wariyati, W., & Prawiyata, Y. D. (2024). Exploring University Students’ Perceptions of AI: Insights from Indonesia. Edu Cendikia: Jurnal Ilmiah Kependidikan, 4(03), 1687–1701. https://doi.org/10.47709/educendikia.v4i03.5465
Bećirović, S., Polz, E., & Tinkel, I. (2025). Exploring Students’ AI Literacy and Its Effects on their AI Output Quality, Self-Efficacy, and Academic Performance. Smart Learning Environments, 12(1), 1–25. https://doi.org/10.1186/s40561-025-00384-3
Braun, V., & Clarke, V. (2022). Thematic Analysis (First Eds). SAGE Publications, Inc.
Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Sixth Eds). SAGE Publications, Inc.
Dizon, G., & Gold, J. (2023). Exploring the Effects of Grammarly on EFL Students’ Foreign Language Anxiety and Learner Autonomy. JALT CALL Journal, 19(3), 299–316. https://doi.org/10.29140/jaltcall.v19n3.1049
EKİZOĞLU, M., & DEMİR, A. N. (2025). AI-Assisted Writing Feedback for Enhancing Secondary Students’ Writing Skills: An Experimental Study. Research Square, 1(1), 1–20. https://www.researchsquare.com/article/rs-6430737/v1
Elnaffar, S., Rashidi, F., & Abualkishik, A. Z. (2025). Teaching with AI: A Systematic Review of Chatbots, Generative Tools, and Tutoring Systems in Programming Education. International Journal of Learning, Teaching and Educational Research, 25(1), 1–28. https://doi.org/10.26803/ijlter.25.1.1
Fauziah, Z., & Minarti, S. (2023). Artificial Intellegence-Assisted Writing Application for Improving Writing Skills of Islamic Education Students. Jurnal Kependidikan Islam, 13(2), 119–123. https://doi.org/0.15642/jkpi.2023.13.2.119-123
Ferretti, R. P., & Graham, S. (2019). Argumentative Writing: Theory, Assessment, and Instruction. Reading and Writing, 32(6), 1345–1357. https://doi.org/10.1007/s11145-019-09950-x
Fitra, Muh. A. F., Salija, K., & Atmowardoyo, H. (2022). Increasing Students Writing Skill to Construct Sentences Through Competitive Writing Challenge Game. Pinisi Journal of Art, Humanity & Social Studies, 2(2), 59–65. https://ojs.unm.ac.id/PJAHSS/article/view/32801
Guba, M. N. A., Awad, A., & Qub’a, A. A. (2024). Grammarly in Teaching Writing to EFL Learners at Low Levels: How Useful Is It? World Journal of English Language, 14(3), 1–13. https://doi.org/10.5430/wjel.v14n3p1
Haidar, H., Suryoputro, G., & Safi’i, I. (2025). Impact of the Integration of Metacognitive Prompts by Generative Artificial Intelligence (GenAI) in Collaborative and Individual Learning in Improving Writing Skills and Metacognitive Awareness. International Journal of Learning, Teaching and Educational Research, 24(6), 232–250. https://doi.org/10.26803/ijlter.24.6.11
Hamdani, M. H., & Abid, N. (2025). Indonesia EFL Students’ Writing Challenges: A Qualitative Meta-Analysis. Getsempena English Education Journal (GEEJ), 12(1), 14–36. https://ejournal.bbg.ac.id/geej
Hasanah, U., Jabu, B., & Baa, S. (2025). Adopting and Adapting AI for EFL Teaching in Indonesian Higher Education. Journal of Linguistics and English Teaching Studies, 7(1), 29–39. https://jurnal.stainmajene.ac.id/index.php/lets/article/view/1800
Hudriati, A., Wahid, A., Arham, M., & Anugerah, A. (2025). Students’ Perception of Digital Literacy Based Academic Writing in Indonesia. Klasikal : Journal of Education, Language Teaching and Science, 7(2), 1215–1228.
Hyland, K. (2014). Second Language Writing (Eleventh E). Cambridge University Press.
Hyland, K., & Hyland, F. (2019). Feedback in Second Language Writing (Second Eds). Cambridge University Press. https://doi.org/10.1017/9781108635547
Johannesson, P. (2024). Writing Your Thesis with ChatGPT: Research, Scholarship and Academic Writing in the Age of Generative AI (First Eds). https://writingyourthesiswithchatgpt.wordpress.com/
Kamaluddin, M. I., Rasyid, Moch. W. K., Abqoriyyah, F., & Saehu, A. (2024). Accuracy Analysis of DeepL: Breakthroughs in Machine Translation Technology. Journal of English Education Forum (JEEF), 4(2), 122–126. https://doi.org/10.29303/jeef.v4i2.681
Khan, A. L., Hasan, M. M., Islam, M. N., & Uddin, M. S. (2024). Artificial Intelligence Tools in Developing English Writing Skills: Bangladeshi University EFL Students’ Perceptions. English Education: Jurnal Tadris Bahasa Inggris, 17(2), 345–371. https://dx.doi.org/10.24042/ee-jtbi.v17i2.24369
Law, L. (2024). Application of Generative Artificial Intelligence (GenAI) in Language Teaching and Learning: A Scoping Literature Review. Computers and Education Open, 6(1), 1–13. https://doi.org/10.1016/j.caeo.2024.100174
Li, J., Huang, J., Wu, W., & Whipple, P. B. (2024). Evaluating the Role of ChatGPT in Enhancing EFL Writing Assessments in Classroom Settings: A Preliminary Investigation. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-03755-2
Lim, J. H., Yunus, M. M., & Wong, W. L. (2026). The Impact of Artificial Intelligence Writing Tools on Learners’ Motivation in English Writing: A Systematic Review. International Journal of Learning, Teaching and Educational Research, 25(1), 695–713. https://doi.org/10.26803/ijlter.25.1.33
Liu, J., Sihes, A. J. Bin, & Lu, Y. (2025). How Do Generative Artificial Intelligence (AI) Tools and Large Language Models (LLMs) Influence Language Learners’ Critical Thinking in EFL Education? A Systematic Review. In Smart Learning Environments (Vol. 12, Number 1, pp. 1–35). https://doi.org/10.1186/s40561-025-00406-0
Losi, R. V., Putra, E., Ali, N., & Dewi, A. S. (2024). Using Artificial Intellegence (AI) to Improve EFL Students’ Writing Skill. International Journal of English and Applied Linguistics, 4(1), 62–70. https://doi.org/ijeal.v4il.3694
Maulani, N., Abduh, A., & Baa, S. (2025). Lecturer and Students’ Perception on the Implementation of Task-Based Language Teaching Method in Writing Classroom. Klasikal : Journal of Education, Language Teaching and Science, 7(1), 369–380. https://doi.org/10.52208/klasikal.v7i1.1309
Mokhtar, M. M., Jamil, M., Yaakub, R., & Amzah, F. (2020). Debate as a Tool for Learning and Facilitating Based on Higher Order Thinking Skills in the Process of Argumentative Essay Writing. International Journal of Learning, Teaching and Educational Research, 19(6), 62–75. https://doi.org/10.26803/ijlter.19.6.4
Moybeka, A. M. S., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial Intelligence and English Classroom: The Implications of AI Toward EFL Students’ Motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444–2454. https://doi.org/10.33487/edumaspul.v7i2.6669
Nguyen, H. M., & Chu, T. A. (2024). Written Corrective Feedback in Second Language Writing: A Review of Research. REFLections, 31(2), 858–870. https://so05.tci-thaijo.org/index.php/reflections/article/view/275269
Ponton, M. K., & Rhea, N. E. (2006). Autonomous Learning from A Social Cognitive Perspective. New Horizons in Adult Education and Human Resource Development, 20(2), 38–49. http://education.fiu.edu/newhorizons
Privitera, G. J., & Ahlgrim-Delzell, L. (2019). Research Methods for Education (First Eds). SAGE Publications, Inc.
Sobari, T., Mulyadi, Y., Wikanengsih, W., & Mustika, I. (2024). Role of Conjunctions and Students’ Cognitive Characteristics in Argumentative Essay Writing. International Journal of Learning, Teaching and Educational Research, 23(3), 111–130. https://doi.org/10.26803/ijlter.23.3.6
Srivastava, A. P., & Agarwal, S. (2024). Utilizing AI Tools in Academic Research Writing (First Eds). IGI Global. http://www.igi-global.com/publish/
Tambunan, A. R. S., Andayani, W., Sari, W. S., & Lubis, F. K. (2022). Investigating EFL Students’ Linguistic Problems Using Grammarly as Automated Writing Evaluation Feedback. Indonesian Journal of Applied Linguistics, 12(1), 16–27. https://doi.org/10.17509/IJAL.V12I1.46428
Tuljannah, W. (2025). Integrating Technology-Based Learning in Enhancing Students’ Interest in English Language Learning. Getsempena English Education Journal (GEEJ), 12(2), 106–120. https://ejournal.bbg.ac.id/geej
Ugun, V. A., & Aziz, A. A. (2020). Systematic Review: Writing Approaches in the Teaching of Writing Skills. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 69–88. https://doi.org/10.37134/ajelp.vol8.2.6.2020
Wiles, R. (2013). What Are Qualitative Research Ethics? (First Eds.). Bloomsbury Publishing.
Yang, J., Hou, C., Lu, X., & Wang, Y. (2025). A Study on AI-Assisted Feedback in ESL Writing: A Case Study of ChatGPT. World Journal of English Language, 15(8), 422–436. https://doi.org/10.5430/wjel.v15n8p422
Yeung, S. (2025). University Students’ Engagement with Generative AI-Supported Automated Writing Evaluation (AWE) Feedback. Journal of Second Language Writing, 68(1), 1–15. https://doi.org/10.1016/j.jslw.2025.101203
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), 1–27. https://doi.org/10.1186/s41239-019-0171-0
Zhang, Z., Aubrey, S., Huang, X., & Chiu, T. K. F. (2025). The Role of Generative AI and Hybrid Feedback in Improving L2 Writing Skills: A Comparative Study. Innovation in Language Learning and Teaching, 1–20. https://doi.org/10.1080/17501229.2025.2503890
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2026-05-29
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Al Fachrizah, M. A., Baa, S., Samtidar, S., Mustikawati, Y., & Sari, U. (2026). ENHANCING ENGLISH ESSAY WRITING THROUGH AI-BASED DIGITAL TOOLS: INSIGHTS FROM INDONESIAN EFL STUDENTS. Getsempena English Education Journal, 13(1), 15–31. Retrieved from https://ejournal.bbg.ac.id/index.php/geej/article/view/3861
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