BRIDGING AI AND WRITING: A QUALITATIVE STUDY OF STUDENTS’ PERCEPTIONS ON AI’S ROLE IN PROVIDING FEEDBACK FOR ENGLISH EDUCATION STUDENTS AT UIN RADEN INTAN LAMPUNG

Danang Rezqy Maulana, Bambang Irfani, Muhammad Nawawi

Abstract


The integration of AI writing tools into academic contexts has reshaped how EFL students produce and revise written work, yet the cognitive and emotional dimensions of these interactions remain insufficiently understood in Indonesian higher education. This study examined how English Education students at UIN Raden Intan Lampung receive, verify, and use AI-generated feedback during academic writing, and how such engagement shapes their trust, emotional responses, writing autonomy, and ethical decision-making. A descriptive qualitative design was employed, with data collected through semi-structured interviews with six purposively sampled fourth-semester students, supplemented by documentary artefacts for triangulation. Data were analysed through theoretical thematic analysis guided by the Technology Acceptance Model (TAM) and Feedback Theory. Five themes emerged. Students who maintained independent pre-writing drafts engaged more critically with AI feedback, while those who delegated early composition showed greater passivity. Trust in AI was domain-differentiated, favouring grammatical over content corrections. Emotional responses ranged from growth-oriented motivation to insecurity-induced disengagement, and a near-universal grammar retention failure pointed to a structural learning illusion. Ethical frameworks were self-formed in the absence of institutional guidance. The study argues that productive AI integration requires explicit workflow pedagogy, AI literacy instruction, and formal institutional policy.


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DOI: https://doi.org/10.31932/jees.v9i2.6582

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