EFL UNDERGRADUATE STUDENTS’ GENDER DIFFERENCES IN THE UTILIZATION OF AI-ASSISTED WRITING APPLICATIONS
Keywords:
Aplikasi Penulisan Berbantuan AI, Perbedaan Gender, Persepsi SiswaAbstract
Artificial Intelligence (AI) has become a significant development in academic writing practices as it can aid undergraduate students in improving their writing skills. This study examines the gender differences in the usage and effectiveness of AI-assisted writing applications and students’ perceptions regarding the benefits and challenges of using these AI tools in academic writing. A mixed-methods approach was employed, combining quantitative data from questionnaires with qualitative insights derived from interviews with 54 students (27 female and 27 male). The findings reveal no significant gender differences when using AI-enhanced writing applications. Both male and female students reported similar satisfaction with the tools, including ease of use, accessibility, and effectiveness in improving their writing. However, nuanced variations in confidence levels and usage patterns emerged. Furthermore, students expressed benefits, highlighting their utility in improving grammar, vocabulary, and overall writing proficiency. Concerns about over-reliance and potential impact on creativity and critical thinking were also noted. The findings also suggest a need for tailored pedagogical strategies incorporating AI while promoting independent thought and creativity.
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