Emerging Technologies in English Writing: AI Chatbots’ Benefits, Challenges, and Implications
Keywords:
AI, Chatbots, Writing Skills, Technology, EFLAbstract
The integration of artificial intelligence (AI) chatbots in English writing education has emerged as a transformative approach, offering innovative solutions to traditional challenges. This study explores the pedagogical benefits, challenges, and implications of using AI chatbots in teaching English writing, employing a library research approach to analyze existing literature. The findings highlight the significant advantages of AI chatbots, including personalized, real-time feedback, enhanced learner engagement, and scalability in addressing diverse student needs. However, challenges such as limited contextual understanding, ethical concerns about data privacy, and the risk of over-reliance on technology are identified as critical issues. The study underscores the importance of blending AI chatbots with human instruction to achieve balanced and comprehensive learning outcomes. Recommendations include equipping educators with digital literacy skills, addressing ethical and accessibility concerns, and fostering collaboration between technology developers and educators. The study concludes that AI chatbots, when thoughtfully integrated, have the potential to enhance English writing education, fostering inclusivity and preparing students for real-world communication demands
References
AbuSahyon, A. S. E., Alzyoud, A., Alshorman, O., & Al-Absi, B. (2023). AI-driven Technology and Chatbots as Tools for Enhancing English Language Learning in the Context of Second Language Acquisition: A Review Study. International Journal of Membrane Science and Technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829
Aleedy, M., Shaiba, H., & Bezbradica, M. (2019). Generating and analyzing Chatbot responses using natural language processing. International Journal of Advanced Computer Science and Applications, 10(9), 60–68. https://doi.org/10.14569/ijacsa.2019.0100910
Alharbi, W. (2023). AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools. Education Research International, 2023(1), 4253331. https://doi.org/10.1155/2023/4253331
Alshahrani, A. (2023). Revolutionizing Blended Learning: Exploring Current Trends and Future Research Directions in the Era of ChatGPT. 7th International Conference on Business and Information Management, ICBIM 2023, 7(4), 41–47. https://doi.org/10.1109/ICBIM59872.2023.10303267
Amna Saleem, Huma Kausar, & Farah Deeba. (2021). Social Constructivism: A New Paradigm in Teaching and Learning Environment. Perennial Journal of History, 2(2), 403–421. https://doi.org/10.52700/pjh.v2i2.86
Babu, D. S., Guide, A. P. & R., Sociology, D. of, Institute: NSS Hindu College, C., Mathew, F. A., Scholar, R., Sociology, D. of, College, I. S. T., Raju, S. G., Professor, Engineering, D. of C., RGUKT Nuzvid campus, Eluru District, Andhra Pradesh, P. 521202, Dhull, D. K., Professor, A., Education, D. of, Vaish College of Education Rohtak, P.-124001, Mohanty, S., Scholar, P. ., Education, P. . department of, & Fakir Mohan University, Balasore, Odisha, P. (2024). Innovative Pedagogies: Blending Traditional and Modern Teaching Methods. Acta Scientiae, 7(1), 593–604.
Caprioglio, A. (2023). Fake academic writing: ethics during chatbot era. European Journal of Paediatric Dentistry, 24(2), 89–89. https://doi.org/10.23804/ejpd.2023.24.02.01
chanda, armstrong. (2022). Key Methods Used in Qualitative Document Analysis. SSRN Electronic Journal, 1(9). https://doi.org/10.2139/ssrn.3996213
Chang, D. H., Lin, M. P. C., Hajian, S., & Wang, Q. Q. (2023). Educational Design Principles of Using AI Chatbot That Supports Self-Regulated Learning in Education: Goal Setting, Feedback, and Personalization. Sustainability (Switzerland), 15(17), 12921. https://doi.org/10.3390/su151712921
Chen, O., Paas, F., & Sweller, J. (2023). A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity. Educational Psychology Review, 35(2), 63. https://doi.org/10.1007/s10648-023-09782-w
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. Routledge. https://doi.org/10.4324/9781315456539
Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. https://books.google.co.id/books?id=Pr2VEAAAQBAJ
Derwing, T. M., Munro, M. J., & Thomson, R. I. (2022). The Routledge handbook of second language acquisition and speaking. Routledge New York, NY, USA.
Guo, K., & Li, D. (2024). Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study. System, 124, 103362. https://doi.org/10.1016/j.system.2024.103362
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54, 100666. https://doi.org/10.1016/j.asw.2022.100666
Hago Elmahdi, O. E., AbdAlgane, M., & Saeed Balla, A. A. (2024). AI’s Role in EFL: Optimizing Opportunities while Mitigating Risks. International Journal of Linguistics, Literature & Translation, 7(10).
Hawanti, S., & Zubaydulloevna, K. M. (2023). AI chatbot-based learning: alleviating students’ anxiety in english writing classroom. Bulletin of Social Informatics Theory and Application, 7(2), 182–192. https://doi.org/10.31763/businta.v7i2.659
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610
Idowu, E. (2024). Personalized Learning: Tailoring Instruction to Individual Student Needs.
Jayasinghe, S. (2024). Promoting active learning with ChatGPT: A constructivist approach in Sri Lankan higher education. Journal of Applied Learning & Teaching, 7(2). https://doi.org/10.37074/jalt.2024.7.2.26
Kim, N.-Y., Cha, Y., & Kim, H.-S. (2019). Future English Learning: Chatbots and Artificial Intelligence. Multimedia-Assisted Language Learning, 22(3), 32–35. https://doi.org/10.15702/mall.2019.22.3.32
Kooli, C. (2023). Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions. Sustainability (Switzerland), 15(7), 5614. https://doi.org/10.3390/su15075614
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 56. https://doi.org/10.1186/s41239-023-00426-1
Lozić, E., & Štular, B. (2023). Fluent but Not Factual: A Comparative Analysis of ChatGPT and Other AI Chatbots’ Proficiency and Originality in Scientific Writing for Humanities. Future Internet, 15(10), 336. https://doi.org/10.3390/fi15100336
Luitel, B. C., Dahal, N., & Pant, B. P. (2022). Critical Pedagogy: Future and Hope. Journal of Transformative Praxis, 3(1), 1–8. https://doi.org/10.51474/jrtp.v3i1.599
M. Pitychoutis, K. (2024). Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy. Arab World English Journal, 1(1), 197–209. https://doi.org/10.24093/awej/chatgpt.13
Mann, T. (2005). The Oxford Guide to Library Research. In The Oxford Guide to Library Research. Oxford University Press. https://doi.org/10.1093/oso/9780195189971.001.0001
Murdan, A. P., & Halkhoree, R. (2024). Integration of Artificial Intelligence for educational excellence and innovation in higher education institutions. 1st International Conference on Smart Energy Systems and Artificial Intelligence, SESAI 2024, 1–6. https://doi.org/10.1109/SESAI61023.2024.10599402
Nozhovnik, O., Harbuza, T., Teslenko, N., Okhrimenko, O., Zalizniuk, V., & Durdas, A. (2023). Chatbot Gamified and Automated Management of L2 Learning Process Using Smart Sender Platform. International Journal of Educational Methodology, 9(3), 603–618. https://doi.org/10.12973/ijem.9.3.603
Oconitrillo, L. R. R., Vargas, J. J., Camacho, A., Burgos, Á., & Corchado, J. M. (2021). Ryel: An experimental study in the behavioral response of judges using a novel technique for acquiring higher-order thinking based on explainable artificial intelligence and case-based reasoning. Electronics (Switzerland), 10(12), 1500. https://doi.org/10.3390/electronics10121500
Oermann, M. H. (2024). Using AI to Write Scholarly Articles in Nursing. In Nurse Educator (Vol. 49, Issue 1, p. 52). Taylor & Francis. https://doi.org/10.1097/NNE.0000000000001577
Ordóñez Procel, G. J., Freire Medina, M. L., Sotomayor Sánchez, D. J., & Poma Tacuri, M. A. (2024). Using Technology in English Teaching. Using Technology in English Teaching, 17(9), 9. https://doi.org/10.37811/cli_w1048
Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: the role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11(1), 10. https://doi.org/10.1186/s40561-024-00296-8
Sanders, D. A., & Mukhari, S. S. (2024). Lecturers’ perceptions of the influence of AI on a blended learning approach in a South African higher education institution. Discover Education, 3(1), 135. https://doi.org/10.1007/s44217-024-00235-2
Silitonga, L. M., Hawanti, S., Aziez, F., Furqon, M., Zain, D. S. M., Anjarani, S., & Wu, T. T. (2023). The Impact of AI Chatbot-Based Learning on Students’ Motivation in English Writing Classroom. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14099 LNCS, 542–549. https://doi.org/10.1007/978-3-031-40113-8_53
Smith, W. P., Alward, C., Morris, J., Peach, L., & ... (2024). Uses, Benefits, and Limitations of AI Chatbots: Implementing ChatGPT in the First-Year Writing Classroom. … and Generative AI. https://uen.pressbooks.pub/teachingandgenerativeai/chapter/uses-benefits-and-limitations-of-ai-chatbots-implementing-chatgpt-in-the-first-year-writing-classroom/
Spatola, N. (2024). The efficiency-accountability tradeoff in AI integration: Effects on human performance and over-reliance. Computers in Human Behavior: Artificial Humans, 2(2), 100099.
Sweller, J. (2023). The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion. Educational Psychology Review, 35(4), 95. https://doi.org/10.1007/s10648-023-09817-2
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Xiao, Y., Zhang, T., & He, J. (2024). The promises and challenges of AI-based chatbots in language education through the lens of learner emotions. Heliyon, 10(18). https://doi.org/10.1016/j.heliyon.2024.e37238
Yang Aijun. (2024). On the Influence of Artificial Intelligence on Foreign Language Learning and Suggested Learning Strategies. International Journal of Education and Humanities, 4(2), 107–120. https://doi.org/10.58557/(ijeh).v4i2.214
Yildiz, H., & Gonen, S. I. K. (2024). Automated Writing Evaluation System for Feedback in the Digital World: an Online Learning Opportunity for English As a Foreign Language Students. Turkish Online Journal of Distance Education, 25(3), 184–206. https://doi.org/10.17718/TOJDE.1169727
Zaretsky, V. K. (2021). One More Time on the Zone of Proximal Development. Cultural-Historical Psychology, 17(2).
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: a systematic review. Smart Learning Environments, 11(1), 28. https://doi.org/10.1186/s40561-024-00316-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Romadhon Romadhon, Novy Yuliyanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
