AI WRITING TOOLS IN THE CLASSROOM: INVESTIGATING USAGE, CHALLENGES, AND ADAPTATIONS BY RURAL ENGLISH TEACHERS
(1) English Department, Universitas Muhammadiyah Mahakarya Aceh, Indonesia
(2) English Department, Universitas Muhammadiyah Mahakarya Aceh, Indonesia
(3) English Department, Universitas Muhammadiyah Mahakarya Aceh, Indonesia
(*) Corresponding Author
Abstract
This phenomenological study explores the integration of AI tools in teaching English writing in rural Central Aceh, offering insights into the educators’ challenges and adaptive strategies. Amidst the global push towards digital education, rural areas often lag behind due to infrastructural deficits and limited access to advanced technological resources. This study aims to understand how AI tools are being utilized by teachers in such contexts to improve English writing skills. Conducted through semi-structured interviews with three high school teachers, the study employs a thematic analysis to uncover how educators navigate the complexities of using AI tools like ChatGPT, Grammarly, and Quillbot under constrained conditions. Key challenges identified include limited technological infrastructure, absence of formal training, and diverse student proficiency with technology. Despite these challenges, teachers have adopted innovative strategies such as shared computer time, collaborative learning, self-learning initiatives, and leveraging community support networks. The findings highlight the resilience and adaptability of educators in underserved regions, suggesting that enhancing technological infrastructure, providing targeted professional development, and developing user-friendly AI tools are crucial for bridging the educational divide. The study calls for a balanced approach to integrating AI in education, ensuring that it complements traditional teaching methods and fosters inclusive learning environments.
Keywords
Full Text:
PDFReferences
Abd-Elsalam, K. A., & Abdel-Momen, S. M. (2023). Artificial intelligence’s development and challenges in scientific writing. Egyptian Journal of Agricultural Research, 101(3), 714–717. https://doi.org/10.21608/ejar.2023.220363.1414
Alowayid, R. (2020). ‘Tutoring Is not proofreading’. Exploring the perceptions of writing tutors at university writing centres, Saudi Arabia: An exploratory study. English Language Teaching, 13(12), 5. https://doi.org/10.5539/elt.v13n12p5
Cardon, P., Fleischmann, C., Aritz, J., Logemann, M., & Heidewald, J. (2023). The challenges and opportunities of AI-assisted writing: Developing AI literacy for the AI age. Business and Professional Communication Quarterly, 86(3), 257–295. https://doi.org/10.1177/23294906231176517
Chang, C. C., Yan, C. F., & Tseng, J. S. (2012). Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28(5), 809–826. https://doi.org/10.14742/ajet.818
Chong, L., Raina, A., Goucher-Lambert, K., Kotovsky, K., & Cagan, J. (2023). The evolution and impact of human confidence in artificial intelligence and in themselves on AI-assisted decision-making in design. Journal of Mechanical Design, 145(3). https://doi.org/10.1115/1.4055123
Cohen, L., Manion, L., & Morrison, K. (2007b). Research methods in education. Routledge.
Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). SAGE Publications Inc.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., Zhu, H., Hendler, J. A., & Braasch, J. (2022). Foreign language acquisition via artificial intelligence and extended reality: design and evaluation. Computer Assisted Language Learning, 35(9), 2332–2360. https://doi.org/10.1080/09588221.2021.1879162
Hapsari, I. P., & Wu, T.-T. (2022a). AI Chatbots Learning Model in English Speaking Skill: Alleviating Speaking Anxiety, Boosting Enjoyment, and Fostering Critical Thinking. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 13449, pp. 444–453). https://doi.org/10.1007/978-3-031-15273-3_49
Heift, T. (2021b). Intelligent Computer Assisted Language Learning. In H. Mohebbi & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 655–658). Springer. https://doi.org/10.1007/978-3-030-79143-8_114
Istiarsyah, I., Garnida, D., Kamarullah, K., Setiawan, R., Sabaruddin, S., & Santoso, Y. B. (2024). Peningkatan Kompetensi Guru Penyelenggara Pendidikan Inklusif Melalui Bimbingan Teknis Pemenuhan Guru Pembimbing Khusus. Sasambo: Jurnal Abdimas (Journal of Community Service), 6(1), 60–74. https://doi.org/10.36312/sasambo.v6i1.1794
Jacob, S., Tate, T., & Warschauer, M. (2023). Emergent AI-assisted discourse: Case study of a second language writer authoring with ChatGPT. arXiv:2310.10903. https://doi.org/10.48550/arXiv.2310.10903
Jaya, A. S. F., Jamil, T. M., & Fitri., S. (2021). Teacher development through a training system in Central Aceh district. Proceedings of AICS-Social Sciences 11, 198–203.
Kamarullah, K., Istiarsyah, I., Maisura, M., Maulya, R., & Bahri, S. (2024). Analysis on Platform Merdeka Mengajar (PMM): Does it affect teachers’ workload and well-being? Innovative: Journal Of Social Science Research, 4(2), 9407–9421. https://doi.org/10.31004/innovative.v4i2.14294
Kamarullah, K., Nuraini, K., & Susanti, A. (2024). To use or not to use ChatGPT in abstracting? AI usage among lecturers. International Social Sciences and Humanities, 351–360. https://doi.org/10.32528/issh.v3i2.612
Kamarullah, K., & Sarinauli, B. (2023). Saya keras demi kepentingan peserta didik! Refleksi pendidik terhadap prinsip mengajar dan profesinya. Ta’dib, 13(1), 1–9. https://doi.org/10.54604/tdb.v13i1.238
Kelly, A., Sullivan, M., & Strampel, K. (2023). Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines. Journal of University Teaching and Learning Practice, 20(6). https://doi.org/10.53761/1.20.6.12
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 5, 100145. https://doi.org/10.1016/j.cmpbup.2024.100145
Liu, J., Yang, W., & Li, S. (2021). The Recommendation Model of Personalized English Learning Resources Based on Intelligent Education. In Lecture Notes on Data Engineering and Communications Technologies (Vol. 88, pp. 1069–1076). https://doi.org/10.1007/978-3-030-70665-4_116
Long, D., Padiyath, A., Teachey, A., & Magerko, B. (2021). The role of collaboration, creativity, and embodiment in AI learning experiences. Creativity and Cognition, 1–10. https://doi.org/10.1145/3450741.3465264
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469
Meylina, M., Ardiasih, L. S., & Rahmiaty, R. (2021). Teachers’ digital competences: An overview on technological perspectives. Linguists: Journal of Linguistics and Language Teaching, 7(2), 29–43.
Muchsin, M. A., Manan, A., Pratiwi, S. H., Salasiyah, C. I., & Kamarullah, K. (2022). An overview of inclusive education in Eastern Aceh, Indonesia: What do the educational elements say? Jurnal Ilmiah Peuradeun, 10(2), 297. https://doi.org/10.26811/peuradeun.v10i2.631
Nova, M. (2018). Utilizing grammarly in evaluating academic writing: a Narrative Research on EFL Students’ Experience. Premise: Journal of English Education, 7(1), 80. https://doi.org/10.24127/pj.v7i1.1300
Palincsar, A. S. (2012). Social constructivist perspectives on teaching and learning. In H. Daniels (Ed.), An Introduction to Vygotsky (pp. 279–309). Routledge. https://doi.org/10.4324/9780203022214
Park, J. (2019). An AI-based English grammar checker vs. Human raters in evaluating EFL learners’ writing. Multimedia-Assisted Language Learning, 22(1), 112–131. https://doi.org/10.15702/mall.2019.22.1.112
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. Weblink: https://repositorio.minedu.gob.pe/handle/20.500.12799/6533?show=full
Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of English teaching in remote areas of Indonesia. TEFLIN Journal - A Publication on the Teaching and Learning of English, 32(1), 97–116. https://doi.org/10.15639/teflinjournal.v32i1/97-116
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135–153. https://doi.org/10.2478/jolace-2019-0025
Qi, S., Liu, L., Kumar, B. S., & Prathik, A. (2022). An English teaching quality evaluation model based on Gaussian process machine learning. Expert Systems, 39(6). https://doi.org/10.1111/exsy.12861
Rogers, E. M., Singhal, A., & Quinlan, M. M. (2014). Diffusion of Innovations. In D. W. Stacks & M. B. Salwen (Eds.), An Integrated Approach to Communication Theory and Research. Routledge. https://doi.org/10.4324/9780203887011
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9
Sandu, N., & Gide, E. (2019). Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India. 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 1–5. https://doi.org/10.1109/ITHET46829.2019.8937382
Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of the use of AI in a writing class. Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 52–57. https://doi.org/10.2991/assehr.k.220201.009
Syahrin, A., & Bin As, A. (2021). Pengaruh penggunaan audiovisual dan motivasi belajar terhadap keterampilan berbicara Bahasa Inggris di SMA Negeri 3 Takengon [The influence of implementing audiovisual and learning motivation toward English speaking skills at SMA Negeri 3 Takengon]. KANDE Jurnal Ilmiah Pendidikan Bahasa Dan Sastra Indonesia, 1(1), 21–31. https://doi.org/10.29103/jk.v1i1.3644
Toncic, J. (2020). Teachers, AI grammar checkers, and the newest literacies: Emending writing pedagogy and assessment. Digital Culture & Education, 12(1), 26–51. weblink
Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of China Computer-Assisted Language Learning, 3(2), 258–262. https://doi.org/10.1515/jccall-2023-0008
Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success. Applied Sciences, 13(11), 6716. https://doi.org/10.3390/app13116716
Wenger, E. (2014). Artificial intelligence and tutoring systems: Computational and cognitive approaches to the communication of knowledge. Morgan Kaufmann.
Yang, Q. (2022). Analysis of English Cultural Teaching Model Based on Machine Learning. Computational Intelligence and Neuroscience, 2022, 1–9. https://doi.org/10.1155/2022/7126758
DOI: http://dx.doi.org/10.24127/pj.v13i3.10914
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by Universitas Muhammadiyah Metro
Scientific Publication Unit (UPI)
Gd. HI, Lt1 Kampus 1 Universitas Muhammadiyah Metro
Jl. Ki Hajar Dewantara 116 A
Kota Metro Lampung 34145 Indonesia
Email : help.upi@ummetro.ac.id
Phone : +62-725-42445
Fax : +62-725-42454
Mobile : +62-8570914-1060
Certificate of Accreditation (Volume 11 No 1, 2022-Volume 15 No 2, 2026
