Perceived Benefits of AI Chatbots and Writing Assistants among EFL Students in Higher Education

Abstract

Abstract

This study aims to examine how EFL students in higher education perceive the benefits of Al-powered chatbots and writing assistants, particularly in helping them complete academic assignments. The goal is to understand students' real-world experiences when using tools such as ChatGPT, Grammarly, QuillBot, and DeepL in their writing process. This study employs a qualitative method with a phenomenological approach to thoroughly explore the students' experiences. Twelve EFL students participated, and all of them actively used Al to complete writing assignments. Data was collected through semi-structured interviews and documentation, then analyzed using the Miles and Huberman model (data reduction, data display, coding, categorization, and drawing conclusions). The research findings revealed that Al significantly assists students in improving grammar, vocabulary, sentence structure, developing ideas, and enhancing overall writing quality. Additionally, they reported that the writing process became faster, easier, and less stressful. Many participants noted increased confidence and motivation, as Al provides immediate feedback and helps them revise their writing more effectively.