Students Perspectives on AI-Assisted Tools in Learning Narrative Writing (A Study on Indonesian Islamic Higher Education)

Abstract

The integration of AI-assisted tools in language education has gained attention, yet their specific impact on narrative writing among EFL students remains underexplored. This study aims to address this gap by examining EFL students' perceptions of using AI-assisted tools for narrative writing at State Islamic University Datokarama Palu. This study employs a descriptive qualitative design. Semi- structured interviews were conducted with students to gather insights into their perceptions and experiences. Findings reveal that while EFL students at State Islamic University Datokarama Palu generally view AI-assisted tools as valuable resources, there are also challenges and potential drawbacks. The use of these tools can promote efficiency, facilitate idea development and language accuracy, concerns about about over-reliance, reduced creativity, and issues related to technical access also emerged. The study concludes that while AI-assisted tools can facilitate the writing process, a balanced approach is essential to ensure that students develop their independent writing skills alongside their use of technology. Students' perceptions of AI tools play a critical role in shaping the effectiveness of these technologies in narrative writing.