EFL STUDENTS’ CHALLENGES AND STRATEGIES IN WRITING UNDERGRADUATE THESES IN THE ERA OF AI: A QUALITATIVE STUDY

YULIANA TRI RETNANINGTYAS, EKO SUHARTOYO, FEBTI ISMIATUN

Abstract


Artificial Intelligence (AI) has become an important tool in academic writing, particularly for English as a Foreign Language (EFL) students writing undergraduate theses. While AI supports various aspects of writing, it also presents challenges that affect students’ learning experiences. This study explored the challenges EFL students encountered when using AI in undergraduate thesis writing, their perceptions of AI, and the strategies they employed to address these challenges. A descriptive qualitative approach was conducted with four English Education students at Universitas Islam Malang selected through purposive sampling. Data were collected using questionnaires and semi-structured interviews and analyzed through thematic analysis. The findings identified four major challenges: linguistic, cognitive and academic, AI-related, and affective challenges. Although participants viewed AI as beneficial for improving writing efficiency, language accuracy, and idea generation, they also expressed concerns about information reliability, overdependence, citation accuracy, and academic integrity. To overcome these challenges, students critically evaluated AI-generated content, revised drafts independently, consulted supervisors, discussed ideas with peers, and verified information using credible academic sources. The study concludes that AI functions as a complementary tool rather than a substitute for students’ academic competence, emphasizing the importance of critical thinking, self-regulated learning, and responsible AI use in thesis writing.


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