A NARRATIVE INQUIRY INTO STUDENTS’ MENTAL EXPERIENCE AFTER USING AN AI CHATBOT FOR LEARNING WRITING IN ENGLISH

Muhammad Fadhil Alfan, Sonny Elfiyanto, Durotun Nasihah

Abstract


This study explores EFL students’ mental experiences after using an AI chatbot, particularly ChatGPT, for learning English writing. Employing a qualitative narrative inquiry approach, the study involved two fifth-semester students from the English Language Education Study Program at a private university in Malang, Indonesia, who actively used ChatGPT in academic writing. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that students experienced diverse emotional responses, including enjoyment, comfort, reduced anxiety, frustration, confusion, and emotional ambivalence. Psychologically, AI-assisted writing enhanced students’ self-confidence, motivation, and engagement while simultaneously raising concerns about dependency, reduced critical thinking, and writing authenticity. To address these challenges, students adopted various strategies, such as refining prompts, critically evaluating AI-generated responses, combining AI assistance with lecturer feedback and other learning resources, and maintaining personal contribution throughout the writing process. The study suggests that AI chatbots can effectively support English writing when used as complementary learning tools rather than substitutes for students’ own thinking. These findings contribute to a deeper understanding of students’ emotional and psychological experiences in AI-assisted writing and highlight the importance of fostering responsible, reflective, and balanced AI use in EFL writing instruction.

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