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The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective
Open accessAbstract
The primary objective of this study was to examine the range of available Artificial Intelligence (AI) writing tools and assess their influence on student writing, particularly in terms of content and organization, as perceived by English as a Foreign Language (EFL) teachers. Utilizing a qualitative approach, the research was constructed within a case study design. The data was collected via semi-structured interviews, targeting information about the diversity of AI writing tools and their impact on students” writing quality. The study gathered data from four EFL teachers across three distinct universities in Indonesia, shedding light on the variety of AI writing tools used in their classrooms. These included applications like Quillbot, WordTune, Jenni, Chat-GPT, Paperpal, Copy.ai, and Essay Writer. Furthermore, these teachers unanimously agreed that the AI writing tools positively improved their students’ writing quality, particularly enhancing the quality of their content and organization. The findings of this study imply that integrating AI writing tools can prove beneficial in elevating the quality of EFL student writing. In response to this study’s limitations, recommendations for future research were also addressed.
Checked 2026-10-06 · 1 reference not checked yet
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
In a qualitative case study of four EFL teachers across three Indonesian universities, teachers reported using a range of AI writing tools and generally perceived them as improving students’ writing content and organization. Teachers also raised concerns about over-reliance, generic ideas, and possible erosion of critical thinking and creativity.
Key findings
- The four EFL teachers used a variety of AI writing tools: QuillBot and WordTune were used by all four; Jenni AI and ChatGPT were used by three of four teachers (T1, T3, T4); T2 used Copy.ai and Paperpal; T3 used Essay Writer; T4 used Copy.ai and Essay Writer.
- Teachers unanimously agreed that AI writing tools positively improved students’ writing quality, particularly content and organization. For content, they discussed idea generation and vocabulary/language use; for organization, they discussed coherence/logical flow and use of transition words and phrases.
- Views were not uniformly positive: T2 said AI-generated ideas could be “generic” or lack personal touch and warned about over-reliance; T3 said AI tools could sometimes inhibit original idea generation; T2 also cautioned that AI-suggested vocabulary could lead to awkward or overly formal language.
- All four teachers reported improvement in students’ use of transition words and phrases, with T4 describing a before-and-after change from skipped or misused transitions to more effective use.
Methods
- Qualitative case study design using semi-structured interviews with four EFL writing teachers from three universities in Indonesia (one public, two private).
- Participants were selected based on practical experience with AI writing tools, accessibility, willingness, and teaching expertise; all had at least three years of EFL teaching experience and at least one year using AI writing tools.
- Data were analyzed using thematic analysis following Braun and Clarke’s five-step approach, with themes developed from interview transcripts.
Limitations
- The paper states that data came from only four EFL teachers from three universities in Indonesia, limiting breadth and representativeness across different regions and contexts.
- The paper states possible participant-selection bias: participating teachers were currently using and actively promoting AI writing tools, which may predispose findings toward more positive experiences and attitudes.
- The paper states that the study focused only on teachers’ perceptions, did not include students’ views or measure actual writing improvement, and did not examine long-term effects or potential negative effects of overdependence on AI tools.
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Claims the paper makes
29 Not checked yet · 22 Own result · 11 Own interpretation · 6 Own method · 1 No basis given
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These included applications like Quillbot, WordTune, Jenni, Chat-GPT, Paperpal, Copy.ai, and Essay Writer.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > Abstract
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A second layer of commonality could be seen with Jenni AI and ChatGPT, which were employed by three out of the four teachers (T1, T3, and T4).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.1. Types of AI writing tools use by the EFL teachers
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In the paper
“Two tools, QuillBot and Wordtune, had emerged as universally used across all four teachers.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.1. Types of AI writing tools use by the EFL teachers
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In the paper
“The initial findings of the current research underscored the diverse array of Artificial Intelligence (AI) writing tools (e.g., Quilbot, Jenni, Chat-GPT, WordTune, Copy.ai,Paperpal and Essay writer) utilized by teachers of English as a Foreign Language (EFL).”
- Also stated in: § 6. Conclusion · plain
“The findings revealed a diverse array of AI writing tools employed in EFL teaching and shed light on the strategies teachers use to integrate these tools to address students' writing challenges.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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- Also stated in: § 6. Conclusion · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While certain participants (i.e., T1, T3, & T4) recognized apparent advantages, such as vocabulary enhancement and minimization of repetition, others (i.e., T2) urged caution about potential downsides, including overly complex language and an excessive dependence on these tools.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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In the paper
“This aligns with our findings, where teachers (T1, T3 & T4) acknowledged these tools as beneficial for nurturing idea generation.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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In the paper
“The EFL teachers shared a common interest in utilizing a combination of AI tools in enhancing students' writing skills, hinting at the fundamental trend of embedding technology into education.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings revealed a diverse array of AI writing tools employed in EFL teaching and shed light on the strategies teachers use to integrate these tools to address students' writing challenges.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 6. Conclusion
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In the paper
“This pattern suggests that more seasoned and experienced teachers in using AIWT may exhibit greater confidence in exploring diverse AI tools for varying educational purposes.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
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- Rests on an assumption: The perspectives of four EFL teachers from three Indonesian universities are sufficient to generalize about integrating AI writing tools in EFL classrooms.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It appears that the teachers with more years of experience in using AIWT, T2 and T3, utilize a broader set of AI tools.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“T4 also brought in Copy.ai and Essay Writer, leveraging these tools to show students how to craft compelling pieces of writing in various styles and formats.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
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In the paper
“The responses from four teachers (T1, T2, T3, & T4) highlighted a wide range of opinions among them regarding the impact of AI writing tools on students' creativity and ability to generate ideas.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.2.1.1. Idea generation.
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In the paper
“T2 expressed a more mixed evaluation of AI writing tools.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.2.1.1. Idea generation.
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In the paper
“For instance, T2 used Copy.ai and Paperpal.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.1. Types of AI writing tools use by the EFL teachers
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In the paper
“T3 brought a different perspective, suggesting that AI writing tools could potentially hamper students' ability to generate original ideas.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.2.1.1. Idea generation.
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In the paper
“Furthermore, these teachers unanimously agreed that the AI writing tools positively improved their students' writing quality, particularly enhancing the quality of their content and organization.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“T3 employed Essay Writer, which helped students structure their essays logically and provided them with ideas for improvements”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
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In the paper
“T1, for example, highlighted the potential benefits of AI writing tools, emphasizing their ability to stimulate creativity and idea expansion.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.2.1.1. Idea generation.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“T4 re-emphasized some positive aspects of AI writing tools, notably their capacity to aid students in developing their ideas further.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.2.1.1. Idea generation.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“AI writing tools have been instrumental in elevating students' writing capabilities, especially in creating logically coherent and flowing pieces of writing.By providing grammar suggestions, enhancing vocabulary usage, and ensuring logical continuity of arguments, these tools have effectively functioned as personalized writing tutors.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 4.2.2.1. Coherence and logical flow.
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In the paper
“However, potential downsides were also noted, such as the risk of over-reliance on these tools potentially limiting critical thinking and personal creativity, as raised by T2 and supported by Huang and Tan (2023).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In our study, all four participating teachers (T1, T2, T3, and T4) recognized the positive role of AI writing tools in enhancing the clarity of student writing and promoting a logical progression of thoughts and arguments.”
- Also stated in: § 6. Conclusion · plain
“The study also found unanimous agreement among the teachers about the positive role of AI writing tools in enhancing the clarity and logical progression of students' writing.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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- Also stated in: § 6. Conclusion · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, the teachers in this study (T1, T2, T3, & T4) presented diverse perspectives on the influence of AI writing tools on students' vocabulary use and growth.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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In the paper
“Particularly, T2 expressed concern over the possibility that students could become overly reliant on these tools, which could inadvertently inhibit the growth of their critical thinking and problem-solving skills.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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In the paper
“others (i.e., T2) urged caution about potential downsides, including overly complex language and an excessive dependence on these tools.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
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In the paper
“They are easy to use and effective, saving students and educators time and effort (T. S. Chang et al., 2021;Gayed et al., 2022;Jeanjaroonsri, 2023;Zhao, 2022).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites T. S. Chang et al., 2021
- Not checked yetcites Gayed et al., 2022
- Not checked yetcites Jeanjaroonsri, 2023
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In the paper
“However, given the small dataset, these observations need to be treated as preliminary trends rather than definitive conclusions.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
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In the paper
“Some research suggests that adopting AI-powered writing tools can help students improve their writing (e.g., Kurniati & Fithriani, 2022;Wang, 2022;Zhao, 2022)”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Kurniati & Fithriani, 2022
- Not checked yetcites Wang, 2022
- Not checked yetcites Zhao, 2022
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In the paper
“In general, AI writing tools are intended to analyze written materials and provide comments on many parts of the writing, such as grammar, vocabulary, syntax, content, and structure (Hosseini et al., 2023;Strobl et al., 2019;Thorp, 2023).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Hosseini et al., 2023
- Not checked yetcites Strobl et al., 2019
- Not checked yetcites Thorp, 2023
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“Furthermore, it is worth noting that the level of teaching experience and qualifications may influence the use of AI tools.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
hedgedconditional- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The perspectives of four EFL teachers from three Indonesian universities are sufficient to generalize about integrating AI writing tools in EFL classrooms.
None of the sources cited for this claim have been checked yet.
In the paper
“This real-time feedback can also assist students in comprehending the fundamental concepts of successful writing and offer them with direction for enhancing their writing abilities (Akgun & Greenhow, 2022;Nazari et al., 2021;Rudolph et al., 2023).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Akgun & Greenhow, 2022
- Not checked yetcites Nazari et al., 2021
- Not checked yetcites Rudolph et al., 2023
plainconditional- Asserted: passes — The authors put it forward as true.
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In the paper
“a study found that AI writing tools like”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 2.2. The impact of AI writing tools on students writing quality
What the sources say
- Not checked yetcites Gayed et al., 2022
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In the paper
“Some educators worry that students might use these tools not just for refining their language, but also for generating ideas, potentially curtailing their creative thinking and originality (Johinke et al., 2023).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 2.2. The impact of AI writing tools on students writing quality
What the sources say
- Not checked yetcites Johinke et al., 2023
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, the focus on just grammar and syntax overlooks the critical roles of content and organization in writing.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“while others have voiced concerns about the side effect of these tools (e.g., Y. Liu et al., 2022;Lund & Wang, 2023;Qadir, 2022).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Y. Liu et al., 2022
- Not checked yetcites Lund & Wang, 2023
- Not checked yetcites Qadir, 2022
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In the paper
“This concern aligns with the findings of Malik et al. (2023), who suggested that excessive reliance on AI tools can result in reduced efforts in critical thinking among students.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
What the sources say
- Not checked yetcites Malik et al. (2023)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Furthermore, Farrokhnia et al. (2023) pointed out that while AI tools can improve certain writing skills, they may not be as effective in addressing higher-order writing elements, such as argument structure and coherence.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 2.2. The impact of AI writing tools on students writing quality
What the sources say
- Not checked yetcites Farrokhnia et al. (2023)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Wong and Mak (2019) note that the content of L2 writing, in particular, is often shaped by students' linguistic abilities and their cultural backgrounds.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
What the sources say
- Not checked yetcites Wong and Mak (2019)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Their research findings suggest that using AWE can provide students with positive benefits, which were consistent across their studies.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Miranty and Widiati (2021)
- Not checked yetcites Fahmi and Cahyono (2021)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“These findings align with the research by Malik et al. (2023), who suggested that AI tools can be instrumental in improving the organization of L2 writing.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
What the sources say
- Not checked yetcites Malik et al. (2023)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Good organization ensures a smooth flow of ideas, making the writing easier to follow and more impactful (Awada et al., 2020).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Awada et al., 2020
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“Fahmi and Cahyono (2021) aimed to investigate differences in students' perceptions towards the use of AWE based on their proficiency levels.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Fahmi and Cahyono (2021)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, the research did not examine the long-term effects of using AI tools on students' writing skills, nor did it investigate the potential negative effects of students' overdependence on AI tools, which was a concern raised by some teachers.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 6. Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“The content and organization of a piece of writing are equally significant components that profoundly affect the reader's understanding and engagement (I. Lee & Yuan, 2021).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites I. Lee & Yuan, 2021
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“These tools might not fully grasp the subtleties and nuances of human language and emotion, potentially leading to suggestions that may not be appropriate or accurate in a given context (Haleem et al., 2022).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 2.2. The impact of AI writing tools on students writing quality
What the sources say
- Not checked yetcites Haleem et al., 2022
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In particular, the tools, including Quillbot, Jenni, Chat-GPT, WordTune, Copy.ai,Paperpal, and Essay writer, were found to foster a comprehensive learning environment and enrich students' overall academic performance.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 6. Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The teachers' reports about changes in students' writing accurately reflect the actual impact of AI writing tools on students' writing.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“If teachers view these tools as beneficial, this positive perception can lead to more widespread adoption, enriching EFL instruction across the board.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“They argued that excessive dependence on AI technologies may decrease one's ability to think creatively and critically, as well as impair the capacity to make autonomous assessments regarding the standard of writing.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
What the sources say
- Not checked yetcites Huang and Tan (2023)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, it is still unclear how AI writing tools affect the quality of student writing particularly on the aspects of content and organization.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
- Rests on an assumption: There is almost no research in the Indonesian context reported in journal articles examining the impact of AI writing tools on content and organization from either students' or teachers' perspective.
In the paper
“Here, AI writing tools can provide instantaneous feedback and suggestions for reorganizing sentences and paragraphs, thus helping students improve the structure of their writing (T. S. Chang et al., 2021).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
What the sources say
- Not checked yetcites T. S. Chang et al., 2021
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Moreover, a study by Gayed et al. (2022) found that AI writing tools can be instrumental in fostering idea development, thus aiding students in overcoming creative blocks.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
What the sources say
- Not checked yetcites Gayed et al. (2022)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Miranty and Widiati (2021) explored students' perceptions of the merits and drawbacks of AWE (i.e., Grammarly)”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
What the sources say
- Not checked yetcites Miranty and Widiati (2021)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Capable of generating coherent and contextually relevant sentences, GPT-3 has been found to stimulate students' creative and critical thinking (Mhlanga, 2023).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 2.2. The impact of AI writing tools on students writing quality
What the sources say
- Not checked yetcites Mhlanga, 2023
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To address potential social-desirability bias inherent in self-reported data, we emphasized to the participants that there were no right or wrong answers and encouraged them to be as open and honest as possible.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 3.4. Data collection procedure
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Firstly, understanding the types of AI writing tools used by teachers and their methods of integration could provide a blueprint for other educators looking to implement similar technologies in their teaching practices.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 1. Introduction
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“According to Bowen and Thomas (2020), the organization of ideas is a critical component of L2 writing, and students often struggle with establishing coherence and logical progression in their texts.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 5. Discussion
What the sources say
- Not checked yetcites Bowen and Thomas (2020)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Iskender (2023) provided a critical perspective on this matter, arguing that the use of AI writing tools could lead to diminished critical thinking skills if students become overly dependent on them.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 2.2. The impact of AI writing tools on students writing quality
What the sources say
- Not checked yetcites Iskender (2023)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“AI-based tools, like GPT-3 and its successor GPT-4, have been leveraged to suggest the next word or paragraph in a text, aiding authors in creating human-like compositions (Y.Liu et al., 2023).”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 2.2. The impact of AI writing tools on students writing quality
What the sources say
- Not checked yetcites Y.Liu et al., 2023
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Each interview was recorded with the participant's permission, to maintain accuracy in capturing their responses, an integral part of reliable transcription and subsequent data analysis.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > 3.4. Data collection procedure
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper relies on this without support.
There is almost no research in the Indonesian context reported in journal articles examining the impact of AI writing tools on content and organization from either students' or teachers' perspective.
“To the best of our knowledge, there is almost no research in the Indonesian context that has been reported in journal articles examining the impact of AI writing tools on the content and organization from either students' or teachers' perspective.”
The paper relies on this without support.
Teachers' perceptions of the impact of AI writing tools on student writing quality accurately reflect the tools' actual impact.
“The findings of this study imply that integrating AI writing tools can prove beneficial in elevating the quality of EFL student writing.”
The paper relies on this without support.
The perspectives of four EFL teachers from three Indonesian universities are sufficient to generalize about integrating AI writing tools in EFL classrooms.
“These findings have broader implications for educators, students, and policymakers interested in optimizing language instruction through technology.”
The paper relies on this without support.
The teachers' reports about changes in students' writing accurately reflect the actual impact of AI writing tools on students' writing.
“The objective of this study was to explore the various types of AI writing tools and their influence on the quality of student writing-particularly in terms of content and organization-as perceived by EFL (English as a Foreign Language) teachers.”
“Furthermore, the study focused solely on teachers' perceptions and did not incorporate students' views or measure their actual improvements in writing skills due to the use of these AI tools.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“This finding is also supported by Marzuki et al.'s [5] mixed-methods investigation, which revealed that students perceived AI tools as empowering for content creation and revision processes.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“This finding was complemented by Marzuki et al.'s [5] investigation of style variation tools like Wordtune, which demonstrated enhanced ability among students to adapt their writing tone and style according to different contexts.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Marzuki et al. [5] found that AI writing assistants like Wordtune effectively supported the brainstorming process by offering multiple rewrite options, helping students maintain writing flow while exploring diverse expressions.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Marzuki et al.'s [5] study, using teacher interviews, found that tools like Quillbot and Wordtune enhanced students' ability to manage content creation and organizational clarity independently.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“However, their study also highlighted an important tension: while students felt more confident in their writing decisions, some expressed concerns about becoming overly dependent on AI assistance.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measured
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Their mixed-methods study revealed that tools such as QuillBot and Wordtune not only improved content organization but also bolstered students' belief in their ability to complete complex writing tasks.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Marzuki et al.'s [5] mixed-methods investigation found that tools like Wordtune supported expressive writing, enhancing students' ability to convey individual voice while maintaining academic standards.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Marzuki et al.'s [5] findings demonstrate that students exhibit increased confidence and writing fluency when AI tools serve as consultative resources rather than directive authorities.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“ChatGPT, a powerful AI language model developed by OpenAI, has been increasingly adopted in EFL classrooms due to its potentials to provide immediate feedback and real-time assistance in improving students' writing skills (Marzuki et al., 2023).”
From An Investigation into the Usage of ChatGPT in Academic Writing by EFL University Students in North and East Syria: A Cross-Sectional Study (2025) · cites this paper as Marzuki et al., 2023
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“however, they worried the suggestion of more advanced vocabulary might lead students to use words inappropriate for their specific writing tasks.”
From Generative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions (2026) · cites this paper as Marzuki et al. 2023
The cited source says what the claim attributes to it.
In the citing paper
“Writing instructors who use GenAI tools in their classrooms note that vocabulary and word choice in student writing with GenAI were more advanced”
From Generative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions (2026) · cites this paper as Marzuki et al. 2023
The cited source says what the claim attributes to it.
In the citing paper
“While these instructors noted student writing was better in organization and in the use of transition words”
From Generative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions (2026) · cites this paper as Marzuki et al. 2023
The cited source says what the claim attributes to it.
In the citing paper
“little attention was given to whether students actually learned how to better organize an essay or use transition words (Marzuki et al. 2023).”
From Generative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions (2026) · cites this paper as Marzuki et al. 2023
The cited source says what the claim attributes to it.
In the citing paper
“In terms of organization, the perceived impact confirms the findings of Allagui (2023) and Marzuki et al. (2023), who highlight the help with the organization of content in their study.”
From Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study (2024) · cites this paper as Marzuki et al. (2023)
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“First, many studies relied heavily on short-term implementations of AI tools, typically spanning only one academic semester or less [5,7].”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [5]
Experimental — accuracy not yet measuredIn the citing paper
“AI-assisted writing tools can substantially improve grammar, coherence, and argumentation, making writing more accessible and efficient [2,28].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
In the citing paper
“Additionally, AI tools that make content suggestions can help students overcome writer's block by providing prompts, sentence suggestions, and guidance on structuring an essay.”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
In the citing paper
“This is because AI tools cannot fully understand specific nuances of argumentation, tone, and discipline-specific writing conventions.”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
In the citing paper
“From an instructional perspective, AI tools can help educators assess student writing by identifying common errors and producing personalized instruction [2].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
In the citing paper
“Moreover, AI-powered platforms, such as Grammarly, not only point out mistakes but also explain the grammatical rules, allowing students to learn from their errors and improve their writing [2].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
In the citing paper
“This process helps eliminate redundancy, improve word choice, and enhance clarity, enabling writers to produce clear, concise, and well-organized content [2].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
In the citing paper
“These tools can assist students in identifying credible sources, improving transitions between ideas, and ensuring overall consistency in arguments [2].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
In the citing paper
“A primary concern among educators is the potential for students' overreliance on AI-generated suggestions, which may lead to factual inaccuracies, diminished critical thinking, and a decline in independent problem-solving abilities [15].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [2]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
“Notably, T2, who is the oldest, holds the highest qualification (a Ph.D.) and has the most teaching experience, utilizes unique tools like Copy.ai and Paperpal.Similarly, T3, who has comparable AIWT experience, also uses a unique tool, Essay Writer.”
§ The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective > QuillBot
“T4 also brought in Copy.ai and Essay Writer, leveraging these tools to show students how to craft compelling pieces of writing in various styles and formats.”
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414 · cited 1×
“As outlined by Braun and Clarke (2006), the goal of this thematic analysis was to identify patterns and connections among themes extracted from the qualitative data, thereby addressing our research questions.”
BackgroundCase Study Research: Design and Methods
Chaiklin, H. (1991) · The Journal of Nervous and Mental Disease · doi:10.1097/00005053-199102000-00025 · Cited by 39,639
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., et al. (2023) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2023.102642 · Cited by 4,584
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.9 · Cited by 1,806 · cited 1×
“This real-time feedback can also assist students in comprehending the fundamental concepts of successful writing and offer them with direction for enhancing their writing abilities (Akgun & Greenhow, 2022; Nazari et al., 2021; Rudolph et al., 2023).”
BackgroundArtificial intelligence in education: Addressing ethical challenges in K-12 settings
Akgun, S., & Greenhow, C. (2022) · AI and Ethics · doi:10.1007/s43681-021-00096-7 · Cited by 1,473 · cited 1×
“This real-time feedback can also assist students in comprehending the fundamental concepts of successful writing and offer them with direction for enhancing their writing abilities (Akgun & Greenhow, 2022; Nazari et al., 2021; Rudolph et al., 2023).”
BackgroundChatGPT is fun, but not an author
Thorp, H. H. (2023) · Science · doi:10.1126/science.adg7879 · Cited by 1,437 · cited 1×
“In general, AI writing tools are intended to analyze written materials and provide comments on many parts of the writing, such as grammar, vocabulary, syntax, content, and structure (Hosseini et al., 2023; Strobl et al., 2019; Thorp, 2023).”
BackgroundA SWOT analysis of ChatGPT: Implications for educational practice and research
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2023.2195846 · Cited by 1,384 · cited 1×
“Furthermore, Farrokhnia et al. (2023) pointed out that while AI tools can improve certain writing skills, they may not be as effective in addressing higher-order writing elements, such as argument structure and coherence.”
BackgroundChatting about ChatGPT: how may AI and GPT impact academia and libraries?
Lund, B. D., & Wang, T. (2023) · Library Hi Tech News · doi:10.1108/lhtn-01-2023-0009 · Cited by 1,355
Ouyang, F., Zheng, L., & Jiao, P. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10925-9 · Cited by 831 · cited 1×
“Similarly, Ouyang et al. (2022) studied the impact of AI in education, and their findings corroborate our research.”
ResultOpen AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning
Mhlanga, D. (2023) · doi:10.2139/ssrn.4354422 · Cited by 719 · cited 1×
“Capable of generating coherent and contextually relevant sentences, GPT-3 has been found to stimulate students’ creative and critical thinking (Mhlanga, 2023).”
Background
Research works printed but not linked: 4
- Cahyono, B. Y., Khotimah, K., & Batunan, D. A. (2023). Workable approaches in EFL teaching mediated by mobile technology during the pandemic and post-pandemic: Indonesian EFL teachers’ experiences and expectations. Computer Assisted Language Learning, 24, 138–159. http://callej.org/journal/24-1/Cahyono-Khotimah-Batunan-Imamyartha2023.pdf
- Jeanjaroonsri, R. (2023). Thai EFL learners’ use and perceptions of mobile technologies for writing. Learn Journal: Language Education and Acquisition Research Network, 16(1), 169–193. https://so04.tci-thaijo.org/index.php/LEARN/article/view/263438
- 10.21462/jeltl.v7i3.852 · DOI
- Umamah, A., & Cahyono, B. Y. (2022). EFL university students’ use of online resources to facilitate self-regulated writing. Computer Assisted Language Learning, 23(1), 108–124. http://callej.org/journal/23-1/Umamah-Cahyono2022.pdf
Cited by
Sorted by citations
Items 201–300 of 524
Media education in EFL class: teachers’ challenges and students’ perspectives
Marzuki, M., Rusdin, D., Darwin, D., Hidayati, & Indrawati, I. (2025) · Educational Media International · doi:10.1080/09523987.2025.2461319 · Cited by 5
“However, the effective use of media as a pedagogical tool requires overcoming barriers such as limited institutional support and resources, echoing the challenges identified in previous literature (Marzuki et al., 2023; Rao et al., 2021).”
Self-citationAcademic Use of Artificial Intelligence Tools by University Students
Ibieta, A., Aguilera, S. G., Constanza-Medina, M., Ignacia-Sepúlveda, M., & Castellanos-Alvarenga, L. M. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-95627-0_23 · Cited by 5
Role of Experiential Learning Program on Business Writing Skills of Management Students
Srinivasan, S., Ravikumar, T., & Mathew, J. (2024) · Business and Professional Communication Quarterly · doi:10.1177/23294906241228244 · Cited by 5
“Some studies like the one by Marzuki et al. (2023) have used a qualitative research design based on semistructured inter-views along with a case study method in order to examine the range of AI writing tools such as Quillbot, WordTune, Jenni, etc and have found through interviews with teachers that…”
Exploring Higher Education EFL Students’ Perception of AI Writing Tools in the 5.0 Era
Safitri, M., & Fithriani, R. (2024) · Cetta: Jurnal Ilmu Pendidikan · doi:10.37329/cetta.v7i1.3158 · Cited by 18
The critical thinking research trend in Indonesia's language education journals
Zikrullah, M., & Azhari, A. (2024) · Diksi · doi:10.21831/diksi.v32i1.72070 · Cited by 5
“…been demonstrated that the trend toward qualitative design is growing (Ngoc & Barrot, 2023; Pradana et al., 2022) and has focused on social research, including particular concerns related to education (Bulut-Sahin & Kondakci, 2023; Luo & Zou, 2022; Marzuki et al., 2023; Ra-malingam et al., 2022).”
BackgroundLe, T. T. P., Quach, T. T. N., Pham, T. X. T., & Nguyen, D. L. (2025) · AsiaCALL Online Journal · doi:10.54855/acoj.2516115 · Cited by 15
“AI tools provide opportunities to enhance learning experiences by delivering personalized feedback, evaluating writing proficiency, and supporting various stages of the writing process (Baska, 2023; Marzuki et al., 2023).”
Undergraduate Students‘ Perceptions on Quillbot Paraphrasing Tool
Rahmani, E. F. (2023) · Scripta English Department Journal · doi:10.37729/scripta.v10i2.3674 · Cited by 5
“This can in turn lead to more efficient paraphrasing, improved writing quality, and enhanced productivity [12], [25], [27], [29].”
BackgroundInfluentialFrom annotation to reflection: how participatory AI training enhances critical thinking
Gholiagha, S., Neyer, J., Sienknecht, M., Wolska, M. A., Kiesel, D., Riehmann, P., Voigt, J., Wiegmann, M., García, I. L., Girgensohn, K., et al. (2025) · AI & Society · doi:10.1007/s00146-025-02539-9 · Cited by 8
“…efficiency at the expense of critical reflection and critical thinking, as they believe that the use of text-generative tools based on AI technology will lead to a lesser need to engage with knowledge critically (Marzuki et al. 2023; Weimann-Sandig 2023; Essien et al. 2024; Walter 2024).”
Yusuf, S. B., Qian, J., Rasool, U., Dhuli, R., Yesmin, Q. F., Mahmud, R., & Hossain, A. (2025) · SAGE Open · doi:10.1177/21582440251352922 · Cited by 5
“Additionally, the study discusses potential over-reliance on such tools, impacting self-editing skills development, a concern highlighted by Marzuki et al. (2023).”
Sustainable finance and institutional performance: A bibliometric analysis and systematic review
Chapagain, R., Khanal, G., & Maraseni, T. (2025) · Next Sustainability · doi:10.1016/j.nxsust.2025.100198 · Cited by 4
Enhancing Software Engineering With AI: Innovations, Challenges, and Future Directions
Abbas, T., Rathore, S. A., Turki, A., Khan, S., Alghushairy, O., & Daud, A. (2025) · IET Software · doi:10.1049/sfw2/5691460 · Cited by 8
“They assist in automating time-consuming processes, maintaining code quality, and substantially reducing technical debt, thereby improving software application maintainability and sustainability [59].”
Mohammad, T., Nazim, M., Alzubi, A. A. F., & Khan, S. I. (2025) · Multidisciplinary Reviews · doi:10.31893/multirev.2026384 · Cited by 7
Huang, B., Xie, S., & Hew, T. K. F. (2026) · Educational Psychology · doi:10.1080/01443410.2025.2611980 · Cited by 5
Ozan, O., & Serpil, A. Z. A. P. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2613219 · Cited by 12
Jang, H., Jin, L., & So, H.-J. (2026) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-025-01076-9 · Cited by 4
“For example, Marzuki et al. (2023 ) conducted interviews and observations with four EFL (English as For - eign Language) teachers to explore the influence of various AI tools (e.g., Quillbot, WordTune, Jenni) on EFL students’ writing performance.”
AI Tools for Efficient Writing and Editing in Academic Research
Abinaya, M., & Vadivu, G. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-1798-3.ch009 · Cited by 5
Al-shaboul, I. A., Rousan, R. M. A., Kalsoom, T., & Al-Awawdeh, N. (2024) · Research Journal in Advanced Humanities · doi:10.58256/pjf6en83 · Cited by 8
ChatGPT’s Impact on Students’ Writing: Lessons Learned from Nepali Undergraduate Students
Sherma, A. B. (2024) · Journal of NELTA · doi:10.3126/nelta.v29i1.72636 · Cited by 7
Heriyawati, D. F., & Romadhon, M. G. E. (2025) · Computer-Assisted Language Learning Electronic Journal · doi:10.54855/callej.252614 · Cited by 6
“Concomitantly, a qualitative exploration by Marzuki et al. (2023) scrutinized the efficacy of employing AI in shaping students’ writing proficiencies.”
Esfandiari, R., & Allaf-Akbary, O. (2025) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/ijtei.111.2025.20896 · Cited by 8
“The results align with those observed by scholars investigating the effect of AI-based tools on the writing abilities of university learners (Marzuki et al., 2023; Zhao, 2022).”
Anthony, A., Sharma, S., & Sharma, S. (2025) · Bulletin of Science Technology & Society · doi:10.1177/02704676251353105 · Cited by 10
“By enhancing the coherence, structure, and organization of academic writing, these tools enable researchers to focus more effectively on idea development, critical thinking, and in-depth analysis (Gayed et al., 2022; Khalifa & Albadawy, 2024; Marzuki et al., 2023).”
Elia, J. (2024) · Studies in big data · doi:10.1007/978-3-031-71213-5_11 · Cited by 4
Stadnik, M., Coskovic, A. L., Banko, T., & Ružak, D. (2025) · Interdisciplinary Description of Complex Systems · doi:10.7906/indecs.23.1.3 · Cited by 5
“An extensive Indonesian study 35 examined various types of AI writing tools and their influence on the quality of student writing, focusing on content and organization, from the perspective of EFL teachers.”
Writing Classes in the AI Era: Redefining English Teachers' Roles
Truong, U. T. (2024) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie63876.2024.00016 · Cited by 5
AI tools for writing: a Q-method study with Turkish instructors of English
Virlan, A. Y., & Tomak, B. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13455-2 · Cited by 8
“Marzuki et al. (2023) state that the participant teachers in their study have used a variety of AI writing tools to their students’ unique needs and capabilities, but they mostly prefer “QuillBot” and “Wordtune.””
Enhancing Student Engagement With Generative AI
Kim, J. H., Moldavan, A. M., Terry, R., & Massey, C. C. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-8744-3.ch004 · Cited by 4
Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery
Alzubi, A. A. F. (2024) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2024.14.5.2088 · Cited by 4
“As an AI writing tool, QuillBot proves valuable in assisting students with the structure and content of their writing, providing substantial support for EFL students aiming to enhance their writing skills [8].”
MethodEvaluating the Impact of AI Tools on Academic Performance and Student Satisfaction
Wu, Z. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70225 · Cited by 5
Yu, M. (2025) · Scientific Reports · doi:10.1038/s41598-025-25466-7 · Cited by 3
“Taxonomy of existing studies analysis. quality, content development and organization of ideas 22 .”
Huang, Z., Tian, X., Chen, C., Wang, P., & Jin, H. (2025) · International Journal of Applied Linguistics · doi:10.1111/ijal.70055 · Cited by 3
How Generative AI Is Reshaping Student Writing: A Data-Driven Perspective for Writing Instructors
Eslami, M., Collins, P., & Queen, B. (2025) · Education Sciences · doi:10.3390/educsci16010001 · Cited by 3
Qi, J., Zhao, H., Xiang, R., Zhang, Y., Zhang, X., Wang, C., Jian, L., & Ji, F. (2026) · Journal of Research on Technology in Education · doi:10.1080/15391523.2025.2601067 · Cited by 7
Ai-RACE as a Framework for Writing Assignment Design in Higher Education
El-Soussi, A., & Yousef, D. (2026) · Education Sciences · doi:10.3390/educsci16010119 · Cited by 5
Integrating generative AI for comprehensive ELT material development
Aguş, F. S., & Mutlu, M. E. (2026) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2026.2641791 · Cited by 5
Exploring generative AI assisted-EFL academic writing: An activity theory perspective
Jia, C., & Lu, Y. (2026) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2026.101672 · Cited by 8
A systematic review of language educators’ practices and development with GenAI
Li, B., Exter, M., Feng, W., Tang, G., & Xu, K. (2026) · International Journal of Artificial Intelligence in Education · doi:10.1016/j.ijaied.2026.100010 · Cited by 6
Son, J., & Philpott, A. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009650809 · Cited by 6
Palomares, S. M. B. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-2591-9.ch007 · Cited by 3
AI-Powered Writing Tools: A Phenomenological Inquiry of Tertiary Students’ Usage
Candilas, K. S., Japson, M. C. N., Bartolata, V. D., Amores, D. J. R., Abas, S. R., & Getuaban, P. A. M. (2024) · AsiaCALL Online Journal · doi:10.54855/acoj.241523 · Cited by 6
“Researchers emphasize the importance of teachers' mediation in utilizing these tools to prevent overreliance, which could hinder students' problem-solving and critical skills (Marzuki et al., 2023; Eaton et al., 2021).”
BackgroundEthical Implications of Using Assistive Writing Tools in the Academe: A Literature Review
Espino, A. R. C., Esto, M. R. A., Manalo, C. G. S., Santiago, C. S., & Pragacha, R. N. (2025) · Smart innovation, systems and technologies · doi:10.1007/978-981-96-0139-4_11 · Cited by 3
Ladegaard, I. (2025) · Socius Sociological Research for a Dynamic World · doi:10.1177/23780231251326981 · Cited by 4
Masveta, D., & Manyangara, M. E. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2536531 · Cited by 3
“Data collected was securely stored, respecting participants ’ privacy, and enabling efficient data management for thorough analysis and research reporting (Widiati et al., 2023).”
Ndruru, F., Cahyono, B. Y., Rovikasari, M., & Mulati, D. F. (2025) · Journal of Information Technology Education Research · doi:10.28945/5609 · Cited by 3
Factors affecting EFL students’ behavioral intention to use AI in EFL writing development
Guo, J. (2025) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2025.2563695 · Cited by 8
Hong, L. (2026) · Linguistics and Education · doi:10.1016/j.linged.2026.101508 · Cited by 3
Students’ Preference in Using Chatbots for Academic Writing
Sasikumar, A., & Sunil, M. V. (2023) · Indian Journal of Science and Technology · doi:10.17485/ijst/v16i36.1850 · Cited by 11
Campoverde-Quezada, D. A., & Valdiviezo-Ramírez, E. A. (2024) · Revista Metropolitana de Ciencias Aplicadas · doi:10.62452/y9pfb437 · Cited by 4
Implications of Leveraging AI in Students’ Academic Writing: A Review Analysis
Tumiran, M. A., Mohammad, N., & Bahri, S. (2024) · Malaysian Journal of Social Sciences and Humanities (MJSSH) · doi:10.47405/mjssh.v9i8.2954 · Cited by 8
“AI-driven writing tools have a beneficial effect on students' writing skills by offering prompt feedback and improving the efficiency of grading (Dong, 2023; Marzuki et al., 2023).”
BackgroundMachine Learning-Based Automatic Syntax and Semantic Error Identification in English Writings
A.Swathi, Fatma, G., Bhargavi, L., P.Kavitha, Subhashini, R., & Prema, S. (2024) · International BIT Conference (BITCON) · doi:10.1109/bitcon63716.2024.10985094 · Cited by 3
“Traditional tools work on the basis of grammatical rules associated with the language and may fail in context-sensitive language detection sometimes not detecting them as an error at all [7].”
Kılıç, E., & Çelik, H. E. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100452 · Cited by 9
Generative AI, Ethics, and Language Learning
Matthews, B. (2025) · Springer eBooks · doi:10.1007/978-3-031-51447-0_94-1 · Cited by 3
Development and Validation of the Academic AI Usage Scale (AAIUS)Preprint
Chakraborty, D., & Subramani, D. (2025) · Research Square · doi:10.21203/rs.3.rs-7605472/v1 · Cited by 4
Othman, N. A. (2025) · TESOL Today · doi:10.53898/tesol2025215 · Cited by 2
Generative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions
Smith, S. J. (2026) · Studies in Philosophy and Education · doi:10.1007/s11217-026-10100-4 · Cited by 2
The Effectiveness of ChatGPT in Students’ Practicing Writing Skills: A Study at HCM UPES
Truong, C. Q., & Tran, T. M. H. (2024) · ICTE Conference Proceedings · doi:10.54855/ictep.2459 · Cited by 7
“The study of Marzuki et al. (2023) investigated the impact of AI writing tools on the quality of student writing.”
BackgroundAssessing the Influence of AI on Modern Student Writing Standards: An Educators' Perspective
Alhajji, R. (2024) · Research Journal in Advanced Humanities · doi:10.58256/5tpepv73 · Cited by 6
“In the words of Marzuki et al. (2023), these tools are used for analyzing written materials and checking the contents to detect errors relating to sentence construction, grammar, syntax, vocabulary, and standardized structure.”
InfluentialIntegration of Automated Feedback Tools in EFL Academic Writing Classes: Teachers’ Perspective
Merkviladze, M. (2024) · Journal of Education in Black Sea Region · doi:10.31578/jebs.v10i1.323 · Cited by 4
Cape, A., & Subillaga, R. D. (2025) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.390109 · Cited by 2
Utilizing Generative AI to Develop Programming Skill Through Self-Directed and Interactive Learning
Puttajanyawong, N., Suamuang, W., & Chomsuwan, K. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016488 · Cited by 2
“Among these [14], Chat-GPT is particularly well-known and widely recognized across various professions.”
Hayes, J. E., & Loper, A. J. (2025) · Future in Educational Research · doi:10.1002/fer3.70020 · Cited by 2
Valdez, C. M., Carabbacan, C., Villanueva, J. K., & Dumag, R. (2025) · Student Journal of Technology and Educational Research · doi:10.65141/sjter.v2i1n4 · Cited by 2
Tanharat, N., & Phootirat, P. (2025) · Reflections · doi:10.61508/refl.v32i3.285982 · Cited by 5
“For instance, Fitria (2023) and Marzuki et al. (2023) observed that ChatGPT effectively scaffolds the pre-writing stage by generating content ideas and organizing thoughts, while also serving as a real-time error detector during drafting.”
Writing Accuracy: How AI-Assisted Writing Instruction Can Support EFL Undergraduate Students
Almutairi, H., Alfaifi, A. A., & Saleem, M. (2026) · Information · doi:10.3390/info17020157 · Cited by 5
Kwon, K., Yang, S., Kale, U., Kim, K., & Park, J. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100588 · Cited by 4
From Crafting Text to Crafting Thought: Grounding AI Writing Support to Writing Center Pedagogy
Liu, Y., Gallagher, J., Sterman, S., & August, T. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790292 · Cited by 4
“This idea extends across domains, such as personal journaling [50], academic review writing [20, 90], legal writing [102], creative stories [21, 39, 79], and creating characters [73].”
InfluentialWhat Are We Missing in AI‐Supported L2 Writing Research? A Systematic Review From 2014 to 2024
Tang, W., Wang, Z., & Guangfen, Y. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70262 · Cited by 2
The impact of AI chatbots (ChatGPT) on EFL learners’ writing fluency and accuracy
Al-Asal, M. S. (2026) · E-Learning and Digital Media · doi:10.1177/20427530261449472 · Cited by 4
APPLICATION OF AI WRITING ASSISTANT SOFTWARE IN EFL WRITING IN CHINA: A REVIEW
Li, Q., Swanto, S., Said, N. B., & Din, W. A. (2023) · International Journal of Modern Education · doi:10.35631/ijmoe.519023 · Cited by 3
Yu, L., Kong, Q., & Hao, H. (2024) · Rupkatha Journal on Interdisciplinary Studies in Humanities · doi:10.21659/rupkatha.v16n2.01 · Cited by 2
“From the perspective of English teachers, Marzuki et al. (2023) examined various AI writing tools and their impact on student writing quality.”
BackgroundStudents’ Perception of Cultural Literacy Development in Higher Education
Rizal, A., Dollah, S., Abduh, A., Jabu, B., Basri, M., Mustikawati, Y., & Usman, A. H. (2024) · IJORER International Journal of Recent Educational Research · doi:10.46245/ijorer.v5i3.608 · Cited by 2
“Conversely, students with limiting beliefs about their language proficiency or the relevance of reading and writing may need help to make progress and disengage from learning opportunities (Marzuki et al., 2023).”
BackgroundExploring undergraduate students' usage and perceptions of AI writing tools
Bensalem, E., Harizi, R., & Boujlida, A. (2024) · Global Journal of Foreign Language Teaching · doi:10.18844/gjflt.v14i2.9344 · Cited by 15
Expressing Ideas: AI-Integrated Paraphrasing to Students’ Writing Skills
Malon, J. C., Virtudazo, J.-A., Vallente, W., Ayop, L., & Malon, M. F. O. (2024) · International Journal of Educational Methodology · doi:10.12973/ijem.10.4.531 · Cited by 2
“According to Marzuki et al. (2023) research, while students viewed AI writing tools as helpful overall, their effects on writing quality were not always positive.”
The Transformative Impacts of Artificial Intelligence on Education through Ethical Perspectives
Ranjan, R., Vishwakarma, A. K., Sundaram, S., Dhengre, N., Motdhare, S. S., & Rao, A. P. (2024) · International Conference on Computing, Communication and Networking Technologies (ICCCNT) · doi:10.1109/icccnt61001.2024.10726162 · Cited by 2
“…provides guidance, feedback, and structured learning experiences to aid students in understanding of the material and minimize the amount of time dedicated to monotonous chores, these tools enable researchers to concentrate their efforts on analysis and the development of a coherent narrative [17].”
BackgroundExploring the Impact of AI Tools on Student Learning Through Text Mining
Maala, G. L. I., Montoya, L. M., Pampan, F. N., Cahapin, E. L., Anciro, E., & Malabag, B. (2024) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2024.0602 · Cited by 2
Awareness and Familiarity with AI Writing Tools Among Media Students
Narayan, S. (2024) · LinguaEducare Journal of English and Linguistic Studies · doi:10.63324/lec.1v.1i.5 · Cited by 2
“These tools, such as Grammarly, Quillbot, and ChatGPT, assist users by enhancing their writing quality, correcting grammatical errors, suggesting stylistic improvements, and even generating content (Marzuki et al., 2023).”
Zhang, Y., & Zhang, Y. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13563-z · Cited by 2
“Continuous use leads to deeper understanding of sentence structure and punctuation (Marzuki et al., 2023).”
Hasan, M. T., Jin, H. H., Mahmood, M., Hasan, M. T., Sarkar, J. B., Salleh, N. M., & Chowdhury, A. Y. (2025) · Multidisciplinary Reviews · doi:10.31893/multirev.2025338 · Cited by 3
Смаилова, Ж. К., Abisheva, S. D., Zhapparkulova, K. N., Junissova, A., & Kh., K. (2025) · European Journal of Educational Research · doi:10.12973/eu-jer.14.3.847 · Cited by 2
The Role of Generative AI in Automating English Writing Assessment: Benefits and Challenges
Kartika, S. (2025) · LinguaEducare Journal of English and Linguistic Studies · doi:10.63324/lec.2v.1i.63 · Cited by 2
Yang, M., Rau, P. P., & Liang Ma, A. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-93733-0_17 · Cited by 2
AI-Driven Corrective Feedback for Low-Proficiency Learners: A Study on Writing Skill Development
Wiboolyasarin, W., Kiti, T., Wiboolyasarin, K., Tiranant, P., & Jinowat, N. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-98003-9_1 · Cited by 2
Afandi, R. (2025) · Journal of Chemical Learning Innovation. · doi:10.37251/jocli.v2i1.1932 · Cited by 2
“In fact, a deep understanding of how the tool works is very important to improve the quality of data analysis [23], [24].”
Berk, E. H., & Aydın, S. (2024) · Research Square · doi:10.21203/rs.3.rs-5383311/v2 · Cited by 2
Ai Generated vs. Peer Feedback in Esl Writing:Effects on Writing Skill, Self-Efficacy, And EnjoymentPreprint
Fang, Y. G., Tan, Y., Zuo, C., & Boubaker, A. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5115438 · Cited by 2
Boniface Umoh, E. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5126695 · Cited by 5
Generative AI, Ethics, and Language Learning
Matthews, B., & Mohamed, M. S. P. (2025) · Springer eBooks · doi:10.1007/978-3-031-51447-0_94-2 · Cited by 2
Rogti, M., & Ouarniki, O. (2026) · Language Teaching Research · doi:10.1177/13621688261420086 · Cited by 7
Wu, K. (2026) · SHS Web of Conferences · doi:10.1051/shsconf/202623504002 · Cited by 1
Saori, S., Sugianto, S., & Badilo, K. C. (2023) · Journal of Language and Literature Studies · doi:10.36312/jolls.v3i2.1209 · Cited by 1
“This predicament is compounded by their inability to transform their nascent ideas into well-structured paragraphs that reflect their original thought processes (Serra et al., 2023; Marzuki et al., 2023).”
BackgroundArtificial Intelligence (AI) is Not A Writing Gods, So Why Do Post-Graduate Students Believe It?
Ikrawansyah, I., & Romadhon, M. G. E. (2024) · Jurnal Paedagogy · doi:10.33394/jp.v11i3.11994 · Cited by 4
EXPLORING THE POWER OF GENERATIVE AI: ENHANCING BUSINESS EMAIL WRITING SKILLS FOR L2 LEARNERS
Shafie, L. A., Aidura, A., & Najmi, N. A. N. (2024) · International Journal of Entrepreneurship and Management Practices · doi:10.35631/ijemp.725017 · Cited by 1
Corbita, D. P., Mendoza, M., Cordova, M. A., Balmas, R., Vijayan, P. M., & Madronero, J. (2024) · Contributions to finance and accounting · doi:10.1007/978-3-031-67547-8_43 · Cited by 1
Choi, J., Zhao, J., Ngo, T.-A., & Grierson, L. (2025) · Canadian Medical Education Journal · doi:10.36834/cmej.79690 · Cited by 2
“14 22 Numerous studies highlight how AI generates believable high-quality texts that can improve upon or outperform human writing, 15–18 and that can replicate the type of empathy we desire in physicians.”
Students’ Challenges and Solutions of Using AI-based Tools for Academic Writing
Nugroho, R. A., & Trisusana, A. (2025) · Pubmedia Jurnal Pendidikan Bahasa Inggris · doi:10.47134/jpbi.v2i2.1435 · Cited by 5
“Artificial Intelligence has helped students in writing by https://edu.pubmedia.id/index.php/jpbi providing them with instant feedback and improving their writing immediately (Marzuki, Widiati, Rusdin, Darwin, & Indrawati, 2023).”
Effects of Using AI Tools to Assist Students in English Essay Writing
Thongsonkleeb, K. (2024) · International Conference on Business and Industrial Research (ICBIR) · doi:10.1109/icbir61386.2024.10875868 · Cited by 1
EFL Students’ Perceptions of ChatGPT Feedback in IELTS Opinion Essays
Khidirov, O., & Lee, Y.-J. (2025) · STEM Journal · doi:10.16875/stem.2025.26.1.46 · Cited by 1
“However, to maximize its benefits, instructors should guide students in critically evaluating AI-generated feedback, ensuring they do not become overly reliant on the tool but rather use it as a complement to human instruction (Marzuki et al., 2023).”
Панкова, Т. Н., Вячеславовна, Я. Н., Sadykova, N., Tomin, V. V., & Колбасина, А. Д. (2025) · Вестник педагогических наук. · doi:10.62257/2687-1661-2025-1-202-208 · Cited by 1
Tan, J. M. (2025) · Environment and Social Psychology · doi:10.59429/esp.v10i4.3275 · Cited by 6
“These observations align with research highlighting the potential of AI to provide immediate feedback, reduce writing anxiety, and support students in developing their writing skills [10,24] .”
Almousa, M. M., & AbuSa’aleek, A. O. (2025) · Arab World English Journal · doi:10.24093/awej/ai.9 · Cited by 1
“Building on this, additional research (Marzuki et al., 2023; Qunayeer, 2020) reveals that some postgraduate students face difficulties obtaining the necessary assistance from their supervisors.”
InfluentialHuman-AI Collaboration in Moderating AI-Generated Harmful Content
Saharan, S., Sharma, M., Khiria, M., & Gupta, A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-0335-2.ch006 · Cited by 1
Metadata
- Authors
- Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I.
- Affiliations
- Universitas Madako Tolitoli
- State University of Malang (ID)
- Universitas Madako Tolitoli (ID)
- Venue
- Cogent Education
- Publisher
- Informa UK Limited
- Published
- 2023-07-20
- Volume
- 10
- Issue
- 2
- ISSN
- 2331-186X (ISSN-L)
- OpenAlex
- W4384934594
- Cited by
- 524
- References
- 44
- Citations by year
- 2026: 158 · 2025: 209 · 2024: 138 · 2023: 19
- FWCI
- 122.76
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Cogent Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Balai Pembiayaan Pendidikan Tinggi
- Lembaga Pengelola Dana Pendidikan
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › English Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- AI writing tools, EFL writing, student writing quality, teacher perceptions, ChatGPT, QuillBot, writing instruction
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-06, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-06 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
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