USING AI WRITING TOOLS TO ENGAGE IN SELF-REGULATED WRITING: A CASE STUDY

NUR MINNAH CINTIA BELLA, ATIK UMAMAH, FEBTI ISMIATUN

Abstract


This study aims to explore how EFL students use AI writing tools to engage in self-regulated writing (SRW) across three key phases: forethought, performance, and self-evaluation, in the context of completing their undergraduate thesis. Using a qualitative case study design, the research involved two participants from an English Education program at a private university in Malang, Indonesia. The data were collected through semi-structured interviews and documentation and were analyzed using thematic analysis. The results show that both students used various AI tools, including Chatbots, Grammar Checker, Citation Manager, and Plagiarism checker in different SRW phases. In the forethought phase, students used Chat GPT, Perplexity AI, and Mendeley for topic exploration, identifying research gaps, and managing references. They find a challenge while using AI in this phase, which is a lack of knowledge about AI use. They usually directly watch a tutorial video on YouTube and ask their friends who know more about how AI works. In the performance phase, AI tools include Grammarly, DeepL, and Mendeley. They were employed to support the writing process. They find two challenges. The first challenge is feeling object to the cost of AI, usually they face this challenge with sharing the payment of AI with their friends. The second challenge they are forbidden from using AI, especially Mendeley and Grammarly, for their thesis writing it is no strategies are mentioned because they follow the advice from their lecturer. Finally, the last phase of SRW is the self-evaluation phase, students used Turnitin as a plagiarism checker. They do not find any challenges because they did not use the plagiarism checker by themselves. They ordered and directly got the results.

Keywords: AI writing tools, self-regulated writing, thesis writing


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References


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