REGISTER JOURNAL – Vol 17, No 02 (2024), pp.

352-382
DOI: http://dx.doi.org/10.18326/rgt.v17i2.352-382
p-ISSN: 1979-8903; e-ISSN: 2503-040X

Students' Perceptions of the Impact of AI Chatbots on

Vocabulary and Grammar in EFL Writing
Winia Waziana, 1 Widi Andewi, 2 Tommy Hastomo, 3
Muhamad Hasbi4
Technology of Information and Computer Science, Institut Bakti
Nusantara, Indonesia 1,2
English Education Program, STKIP PGRI Bandar Lampung, Indonesia 3
English Education Department, Universitas Islam Negeri Salatiga,
Indonesia 4

*) Corresponding Author
Email: [email protected]
DOI: 10.18326/rgt.v17i2.352-382

Submission Track:
Received: 30-07-2024
Final Revision: 01-10-2024
Available Online: 22-10-2024

Copyright © 2024 Authors

This work is licensed under a Creative Commons Attribution-ShareAlike

4.0 International License.

ABSTRACT
The rapid integration of AI technologies in education necessitates a
deeper understanding of their potential effects on language
acquisition and proficiency, particularly in writing, a critical skill for
English as a Foreign Language (EFL) learners. This study aimed to
investigate the types of Artificial Intelligence (AI) chatbots used by
students and examine their perceptions of the impact of these tools
on vocabulary and grammar in EFL writing. Using a mixed-methods
approach, this study involved 100 undergraduate EFL students
from five universities in Indonesia, highlighting the various AI
352
 Students' Perceptions of the Impact of AI Chatbots …

chatbots they employed in their digital activities. Data collection

comprised questionnaires, interviews, and observation sheets,
analyzed through quantitative descriptive statistics and qualitative
thematic analysis. ChatGPT, Gemini, Perplexity, Bing Chat, Ernie,
Character AI, Discord Bot, Wren, and Ginger emerged as the most
widely used chatbots, with motivation such as usefulness, task
simplification, skill and knowledge enhancement, and ease of use.
The findings revealed that a significant majority of students
reported substantial improvements in their vocabulary range,
syntactic variety, and overall writing quality through the use of AI
chatbots. Furthermore, students consistently noted a major positive
impact of AI chatbots on their language proficiency, particularly in
vocabulary and grammar as applied in writing. The results suggest
that incorporating AI chatbots can be advantageous for improving
EFL students’ writing skills. The study also addressed its
shortcomings and offered recommendations for future research.
Keywords: AI chatbots, ChatGPT, EFL students, Writing.

INTRODUCTION
The integration of technology in education has increasingly
become indispensable. In the context of EFL learning, technology
significantly boosts students’ confidence by providing
opportunities for more interactive and independent engagement
with English (Rintaningrum, 2023). It fosters a more efficient
learning environment through a variety of resources and tools that
enhance the learning process (Istiara & Hastomo, 2023). Educators
can leverage technology to develop innovative teaching strategies
and methods tailored to the diverse needs and abilities of students,
including the use of language applications, online learning
platforms, and digital communication tools (Donath et al., 2020).
The application of technology in EFL education has been shown to
improve students' comprehension of the subject matter. Several
studies indicate that students better understand learning content
when supported by technological tools (Hol & Aydın, 2020; Zhang &
Zhang, 2024).
The extensive use of technology, particularly the integration
of AI chatbots, represents a significant innovation in EFL education.
AI chatbots, derived from the terms “chat," which refers to

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conversational capabilities, and "bot," short for "robot," which

denotes an automated program, have revolutionized the
incorporation of technology in language learning (Lalwani et al.,
2018). These chatbots offer personalized and adaptive learning
experiences tailored to individual students’ needs (Rane et al.,
2023). Many students use AI chatbots such as ChatGPT, Gemini, and
Perplexity to enhance their writing skills (Handley, 2024). ChatGPT,
one of the most popular AI chatbots, provides various features
beneficial to English learners, including explanations of grammar
rules, interactive conversation practice, and clarification of
vocabulary and phrases (Nugroho et al., 2023). Additionally,
educators can employ AI chatbots such as Gemini to facilitate
brainstorming for writing (Jinowat et al., 2024), Perplexity to assist
in synthesizing literature (Utami et al., 2024), and TalkPal to offer
suggestions for improving speaking skills (Hidayatullah, 2024). The
integration of AI chatbots enables both students and teachers to
enhance learning efficiency, deepen content comprehension, and
create more engaging and interactive educational experience
AI chatbots are increasingly being integrated into various
sectors, with education being one of the most prominent areas of
adoption. These technological advancements have created
opportunities for innovation and scalability, benefiting a diverse
global student population (Hasbi et al., 2024; Lin et al., 2023). By
accommodating individual thinking speeds and unique learning
preferences, AI chatbots are able to tailor the educational
experience to the specific needs of each student. Numerous studies
have examined the implementation of AI chatbots and observed
how they have transformed classroom teaching methodologies.
This transformation includes the use of AI chatbots to assist
educators with administrative tasks and provide direct,
personalized feedback to students. For example, EFL students have
used ChatGPT, Bing Chat, Bard, Ernie, Gemini, and Perplexity as
digital tools for language practice (Rudolph et al., 2023). However,
despite these advancements, educators have expressed mixed

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opinions about the potential of AI chatbots to reshape existing

educational paradigms and practices (Rasul et al., 2023).
The implementation of AI chatbots in English Language
Teaching (ELT) has garnered mixed responses. While some
students find AI chatbots engaging, others perceive them as less
effective than human interaction. The absence of emotional
intelligence and personalized feedback in chatbot interactions often
results in students feeling disconnected, which can diminish the
perceived reliability of chatbots as educational tools (Morales-Chan
et al., 2024). Limited interaction and lack of human elements may
cause students to view chatbots as unreliable tools for learning
(Yang et al., 2022). Furthermore, the effectiveness of chatbots in
improving English language learning outcomes remains a subject of
debate. Some studies have reported positive impacts of AI chatbots
on English language proficiency (Liu & Ma, 2024), while others
indicate only slight increases in student engagement and motivation
(Rudolph et al., 2023). Conversely, certain studies suggest that over-
reliance on AI chatbots may hinder the development of critical
thinking and creativity, as students may become accustomed to
automated feedback rather than cultivating their own problem-
solving skills (Hsu et al., 2023). In addition, the integration of AI
chatbots into ELT presents technical challenges. These include
ensuring smooth interaction, maintaining coherent dialogues, and
aligning chatbot responses with curriculum goals. Technical issues
such as misinterpretation of language input, lack of contextual
understanding, and inconsistent feedback can frustrate learners
and hinder their progress (Mageira et al., 2022). Addressing these
challenges requires continuous technological advancements and
thoughtful implementation strategies. Therefore, while the
integration of AI chatbots in EFL has potential benefits, it is crucial
to consider their limitations and possible negative impacts to
maximize their effectiveness in the learning process.
Research in a global context highlights the growing
integration of AI chatbots into various aspects of ELT. For example,
a study conducted in Iraq found that AI chatbots enhance
personalized learning and real-time practice by offering immediate
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feedback and customized lessons, which significantly improve

student engagement and proficiency (Amin, 2023). Similarly, in
Benin, AI-based chatbots have ensured educational continuity and
fostered collaborative EFL learning environments (Toboula, 2023).
However, the effective integration of AI is largely dependent on
teachers' technological pedagogical content knowledge (TPACK). In
Indonesia, EFL teachers with high TPACK have successfully
incorporated AI chatbots into their instruction (Hastomo et al.,
2024). In Korea, students reported improvements in English
proficiency, motivation, and interest in learning, alongside reduced
anxiety, though challenges with chatbot speed, complexity, and
response limitations were noted (Daeun, 2021). Likewise,
Indonesian students found ChatGPT useful for enhancing language
competency and personalized learning but expressed concerns over
language accuracy and the potential over-reliance on technology
(Slamet, 2024). In Taiwan, students using AI chatbots for grammar
learning reported improved understanding of grammatical tenses
and significantly better learning outcomes compared to traditional
methods, while also experiencing reduced anxiety related to
learning English (Chen & Lin, 2023). Meanwhile, Turkey students
perceived little difference between AI and human feedback on
writing, although analysis revealed variations in style, content, and
accuracy, prompting the need for caution when relying on chatbots
for evaluation (Toscu, 2024). These findings suggest that refining AI
chatbot implementation strategies can maximize their potential in
language education, offering significant benefits to both educators
and learners globally.
Recent studies on the adoption of AI chatbots among EFL
teachers in Indonesia highlight significant benefits for students’
English proficiency. AI tools such as ChatGPT enhance the content
and organization of student writing by offering suggestions and
corrections (Marzuki et al., 2023). Many Indonesian language
teachers also recognize the potential of ChatGPT to enhance both
oral and written skills. However, concerns persist about academic
dishonesty and the need to balance AI integration with traditional
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teaching methods (Widianingtyas et al., 2023). Moreover, chatbots

help address the limited interaction often found in traditional
classrooms by offering continuous, interactive language practice
(Wahyuni, 2022). Integrating chatbots into social media platforms
like Facebook has also proven effective for English learning, making
the process more accessible and engaging (Sarosa et al., 2020).
However, poorly implemented chatbots can demotivate students,
underscoring the importance of thoughtful design and a user-
friendly interface (Sumakul & Hamied, 2023). Overall, previous
studies confirm that integrating AI can significantly enhance
students’ English language skills when effectively implemented.
Despite the growing interest in the use of AI chatbots among
EFL teachers, limited research exists on students' perceptions of the
impact of AI chatbots on their vocabulary and grammar in EFL
writing. There is a pressing need to explore how EFL students use
AI chatbots to enhance their English writing skills, particularly in
the Indonesian context. While previous studies have examined the
effects of AI chatbots on students' overall English proficiency, there
is a lack of literature specifically addressing students' perceptions
of their impact on the quality of writing, especially concerning
vocabulary and grammar. To address this gap, the current study
was designed to provide more in-depth insights into students'
perceptions of the usefulness of AI chatbots in EFL classrooms. By
addressing this knowledge gap, the study aims to contribute
valuable findings through a carefully developed research
framework. The primary objective of this study is to investigate the
types of AI chatbots students use and their perceptions of the
impact these tools have on writing skills, with a particular focus on
vocabulary and grammar. To achieve this goal, following research
questions were formulated:
1. What types of AI chatbots are commonly used by students to
enhance their writing skills, particularly in terms of vocabulary
and grammar?
2. How do students perceive the impact of AI chatbots on their
writing skills, particularly in terms of vocabulary and grammar?

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RESEARCH METHOD
This study employed a mixed-method research approach,
integrating the collection, analysis, and integration of both
quantitative and qualitative data to gain a comprehensive
understanding of the research problem (Creswell & Poth, 2017).
Various data collection methods were employed, including
questionnaires, interviews, and observation sheets, with the
researcher serving as a key instrument in the process. This
approach aligns with the rationale for adopting a case study design,
aimed at exploring the use of various AI chatbots and investigating
their impacts on students’ writing, with particular focus on
vocabulary and grammar.
This research involved 100 Indonesian undergraduate
students from five universities in Indonesia. Participants were
selected using a combination of purposive and convenience
sampling methods to ensure a varied sample, gathered through
questionnaires. The selection criteria was based on the students'
willingness to participate and prior experience with AI chatbots,
rather than institutional accreditation, to avoid potential bias and
ensure that student proficiency was not conflated with their
university's ranking. Since this study focuses on students'
perceptions, random sampling was not prioritized, as the goal was
not to establish empirical causality but rather to explore subjective
viewpoints. In the quantitative phase, purposive sampling was first
employed to identify students who met specific criteria:
undergraduate EFL students with prior experience using AI
chatbots to enhance their writing skills, particularly in the areas of
vocabulary and grammar. These students, with varying levels of
experience using AI chatbots, were recruited through surveys
distributed via campus bulletin boards, social media, and email
invitations. From those who met the criteria, convenience sampling
was then applied to select students who were readily available and
willing to participate. Data for this phase was collected using
questionnaires. For the qualitative phase, 20 participants were
purposefully selected from the initial group based on their diverse
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experiences with AI chatbots and their willingness to provide more

in-depth insights through interviews and observations. Informed
written consent was obtained after participants were briefed on the
study's aims, procedures, risks, and benefits. Participation was
voluntary, and participants were free to withdraw from the study at
any time without consequences. The participants' demographic
information is presented in Table 1.
To empirically validate the impacts of AI chatbot use on
writing, students' baseline writing proficiency was assessed prior
to their interaction with AI chatbots. This pre-test data was
compared with post-test writing samples following their use of the
AI tools, providing a clear measurement of any improvements. As a
result, claims regarding the impact on writing quality – particularly
in areas such as vocabulary and grammar - are grounded in
empirical evidence, demonstrating changes in performance relative
to baseline writing output. The study specifically focuses on
academic writing proficiency, with an emphasis on formal writing
skills. The grammar component includes aspects such as sentence
structure, verb tense usage, and punctuation. This targeted
approach enables a more in-depth investigation into how AI
chatbots can facilitate improvements in these specific areas of
writing and grammar.
Table 1. Participants’ Demographic Information
Number Gender Range of Age
65 Female 19-21
35 Male 19-21

This study utilized questionnaires, interviews, and

observation sheets for data collection. The questionnaire consisted
of 20 items, divided into five sections: demographic information,
knowledge and use of AI chatbots, frequency and perceived ease of
use, reasons for using AI chatbots, and opinions on their user-
friendliness. Each section was designed to elicit specific
information, such as students' familiarity with AI chatbots (5 items),
usage frequency (4 items), and perceived benefits (6 items). The

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questionnaire was adapted from previous research (Deiniatur &

Cahyono, 2024; Labadze et al., 2023; Mageira et al., 2022; Marzuki
et al., 2023). The questionnaire began with a brief introduction and
a consent form, followed by demographic questions covering age,
gender, knowledge and use of AI chatbots. Additional open-ended
questions were included to capture more in-depth perspectives. To
evaluate the effectiveness of the questionnaire, a pilot test was
conducted with 20 undergraduate students from a private
university in Lampung, ensuring the items could be completed
efficiently. The closed-ended items were measured using a five-
point Likert Scale, ranging from 'Strongly Disagree' to 'Strongly
Agree,', while open-ended questions gathered more nuanced views.
The reliability of the questionnaire was confirmed with a
Cronbach's Alpha of 0.916, indicating high internal consistency.
Face validity was achieved by consulting with experts in the English
language field, who provided feedback to refine the instruments and
align them with the study's objectives. The questions were
administered in the participants' native language to ensure clarity
and accuracy in responses. To maintain confidentiality,
pseudonyms (e.g., S1, S2) were used, and ethical guidelines were
strictly followed. Additionally, Participants were asked to provide
their WhatsApp numbers for potential follow-up if they expressed
interest in further participation in the research.
Semi-structured interviews and observations were
conducted to collect qualitative data. For the qualitative phase, 20
participants were purposefully selected from the initial 100 to
represent a diverse range of experiences and perspectives related
to the use of AI chatbots. The interview questions were adapted
from previous research, with modifications to ensure relevance to
the current study (Deiniatur & Cahyono, 2024; Labadze et al., 2023;
Mageira et al., 2022; Marzuki et al., 2023). Each interview lasted
approximately 10 minutes and was designed to create a relaxed and
non-intimidating atmosphere. The researchers requested
participants' consent to record the interview sessions for accuracy
and thorough analysis. In addition to the interviews, participants'
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interactions with AI chatbots were observed in real time. These

observations aimed to capture the actual impact of AI chatbot use
on students' writing quality, providing valuable insights into how
these tools influence their writing processes.
The data analysis in this study employed a comprehensive
approach, integrating both quantitative and qualitative data.
Descriptive analysis was used to examine the quantitative data from
the questionnaires, while thematic analysis was applied to the
interview transcripts and observation notes. Thematic analysis was
conducted manually through a systematic coding process to identify
recurring themes and patterns. To ensure reliability and validity,
multiple researchers independently coded the data and compared
their findings to reach a consensus. Any discrepancies were
discussed and resolved to refine the coding framework.
Additionally, member checking was employed, wherein the
identified themes were shared with a few participants to validate
the accuracy of the interpretations. The descriptive analysis
presented findings related to participants' knowledge and use of AI
chatbots, the types of chatbots used, frequency of use, reasons for
utilizing chatbots, and students' opinions on ease of use. In contrast,
the thematic analysis aimed to uncover recurring themes and
patterns from the interview responses. Observations provided
additional context, helping to validate the qualitative findings from
the interviews, and offering a deeper understanding of students'
real-time interactions with AI chatbots.

RESULTS & DISCUSSION

Types of AI Chatbots Utilized by Students
To address the first research question, the researcher
presented findings from the questionnaire, which included several
key components. These sections covered students' knowledge and
use of AI chatbots, the specific types of chatbots they employed,
their frequency of use, reasons for using AI chatbots, and their
opinions on ease of use. Before examining the types of AI chatbots
utilized by students, the study first assessed the participants'

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overall knowledge of AI chatbots in relation to their writing

abilities. This preliminary analysis helped establish a baseline for
understanding how familiar students were with AI technologies and
their integration into language learning. Figure 1 provides a visual
representation of students' knowledge and use of AI chatbots in
improving their writing abilities, particularly in terms of vocabulary
and grammar.

Figure 1. Knowledge of AI chatbots

The percentage distribution of participants' understanding
of AI chatbots is illustrated in Figure 1, showing that the majority of
participants had some level of familiarity with chatbots. Specifically,
Figure 1 reveals that while most participants (95%) had at least a
basic understanding of AI chatbots, a small portion (5%) were
entirely unfamiliar with them. This finding aligns with previous
research, which also found that most participants reported having
some familiarity with chatbots due to their perceived ease of use
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(Lancu & Lancu, 2023). This familiarity can be attributed to the

intuitive interfaces and user-friendly design of many modern
chatbots, which facilitate seamless interaction and minimize the
learning curve for new users.

Figure 2. Types of AI Chatbots Utilized

Figure 2 illustrates the distribution of participants who used
various AI chatbots. ChatGPT was the most widely utilized, with 78
participants, followed by Gemini with 31 participants, Perplexity
with 17 participants, Bing Chat with 8 participants, and Ernie with
4 participants. These findings align with prior research, with
suggests that ChatGPT is the most popular AI chatbot, as it assists
users in identifying and correcting surface-level writing errors,
providing immediate feedback, and enhances grammatical and
syntactical accuracy (Algaraady & Mahyoob, 2023). Other AI
chatbots, including Character AI, Discord Bot, Wren, and Ginger,
were among the least frequently used. Overall, Figure 2 indicates
that participants employed a diverse range of AI chatbots,

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suggesting that these tools are becoming increasingly integrated

into the everyday tasks of EFL students.
Table 2. Frequency of Use
AI Chatbot Never Rarely Sometimes Often Always
ChatGPT 5 8 5 10 72
Gemini 15 20 19 20 26
Perplexity 10 12 10 30 38
Bing Chat 15 30 25 20 5
Ernie 20 25 25 20 3
Character AI 25 20 20 20 2
Discord Bot 20 25 35 20 0
Wren 25 22 28 25 0
Ginger 20 25 30 25 0

Table 2 results reveal that participants consistently used

only three chatbots—ChatGPT, Perplexity, and Gemini—at the
'always' level. This indicates that these three chatbots are the most
frequently utilized among all AI chatbots and are the most familiar
to the participants. Previous research supports this observation,
noting that EFL students use ChatGPT for brainstorming ideas and
correcting grammar (Han et al., 2023), employ Perplexity to access
information from up-to-date internet sources, including academic
databases and news outlets (Safitri & Fithriani, 2024), and leverage
Gemini to practice new vocabulary and grammatical structures in a
supportive and safe environment (Jinowat et al., 2024).

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Figure 3. Reasons for Using AI Chatbots

The analysis reveals that the primary reason for using AI
chatbots is their perceived helpfulness, with 42 respondents
identifying this as a key factor, making it the most prominent
feature in the data. AI chatbots offer essential tools and resources
that assist students in enhancing their writing. Additionally,
“simplify work” and “improve skills and knowledge” were also
significant motivations for their use. This suggests that AI chatbots
not only enhance students' writing abilities but also streamline
their writing tasks. Moreover, AI chatbots contribute to self-
development by fostering the gradual enhancement of users' skills.
“Ease of use” was another highly rated reason, indicating that these
tools are user-friendly and require minimal effort to operate. These
findings align with previous research by Fyfe (2023), which
suggests that when users perceive an application as beneficial or
effective in task completion, they are more inclined to adopt it.
Consequently, this data indicates that users favor AI chatbots for
their ability to increase convenience, knowledge, and efficiency in
accomplishing tasks.
Although these reasons were less prevalent than the
previously mentioned ones, some respondents noted the
accessibility and efficiency of AI chatbots as key factors. Three
respondents highlighted that AI chatbots were readily available,
easy to use, and helped reduce the time and effort required to
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complete writing tasks. Additionally, a few respondents found AI

chatbots "exciting" or believed they aligned with their learning
style. Only a small number of participants, four in total, reported
that AI chatbots made them feel enthusiastic or curious. AI chatbots
also cater to various learning preferences by offering diverse
functionalities. However, 12 participants described them as "not
relevant." Some chose to leave the question unanswered, while
others provided irrelevant responses. This suggests that certain
respondents may view the topic as unimportant or uninteresting.
The presence of such perceptions highlights potential challenges
regarding the adoption of
The findings indicate a clear preference for AI chatbots being
perceived as beneficial in completing various tasks, with factors
such as enthusiasm or compatibility with students' learning styles
playing a comparatively minor role. These results are consistent
with previous research by Hastomo et al. (2024), which suggests
that integrating AI chatbots into education enhances the quality of
student learning and fosters interactive communication in the
target language among EFL students.

Figure 4. Levels of AI chatbots ease

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According to Figure 4, many students agree or strongly agree

that AI chatbots are easy to access and help improve their writing
quality. ChatGPT, accessible via ChatGPT.com, is well-known for its
conversational AI interface developed by OpenAI. Respondents
likely favored ChatGPT over other AI chatbots for several reasons.
First, its high familiarity, often introduced during writing classes,
played a significant role, as reflected in the respondents' knowledge
of AI chatbot. Second, ChatGPT's user-friendly interface, with
intuitive features and quick responses, makes it preferable for
grammar correction and writing assistance compared to other AI
chatbots. Third, ChatGPT offers comprehensive feedback on
grammar and writing mechanics, often surpassing the support
offered by teachers or lecturers. This ease of use makes ChatGPT
more appealing than alternatives like Gemini, Perplexity, Bing Chat,
and Ernie. Although Gemini can be used for similar purposes, it
lacks the same level of popularity and user-friendliness as ChatGPT
due to its more limited features. Perplexity
(https://www.perplexity.ai/) focuses on providing current
literature sources when students are developing writing
assignments, while Bing Chat assists with grammar and vocabulary
suggestions. The collected data indicates that ChatGPT stands out
for its comprehensive and user-friendly features, making it the top
choice among respondents. Its ability to deliver detailed and useful
feedback aligns with student needs, contributing to its popularity
over other AI chatbot tools. These findings are consistent with prior
research, which shows that students prefer ChatGPT for its
effectiveness as a language learning tool that enhances writing skills
(Liu & Ma, 2024). This encourages students to engage creatively and
productively with the chatbot both inside and outside the
classroom.

Students' Perspectives on the Impact of AI Chatbots

The researchers examined interview findings to explore
students' views on the impact of AI chatbots on writing quality,
specifically in relation to vocabulary and grammar. Three key sub-
themes emerged regarding vocabulary: vocabulary enhancement,
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contextual vocabulary learning, and maintaining a consistent voice.

These sub-themes highlight the significant role AI chatbots play in
improving students' vocabulary use in writing.
In terms of vocabulary, one student noted that a key impact
of using AI chatbots on the quality of their writing was an increase
in their English vocabulary. This reflects the primary influence of
chatbot use on students' vocabulary development. S1, a female
participant, provided a statement that supports this conclusion:
“Since using AI chatbots, I have become acquainted with much
new vocabulary. As a result, I now use vocabulary and
synonyms that I wouldn't normally use. This has made my
writing more polished and sophisticated.”
Interview findings from S1 revealed that students often
receive feedback from AI chatbots in the form of unfamiliar
synonyms. This feedback enables students to express their ideas
more accurately and engagingly while expanding their lexical
repertoire. In the current study, student writing practices were
assessed through credible evaluations conducted by trained human
raters to ensure objectivity and mitigate bias. This process involved
reviewing and rating writing samples based on criteria such as
accuracy, clarity, and vocabulary use, thereby supporting claims of
improvement in writing skills with objective, unbiased feedback.
From a theoretical perspective, this aligns with Vygotsky's
Sociocultural Theory, which highlights the importance of social
interaction and scaffolding in language learning (Marginson & Dang,
2017). AI chatbots function as a form of digital scaffolding, offering
immediate feedback and supporting learners' development within
their Zone of Proximal Development (ZPD). Consequently, the
study's findings demonstrate that AI chatbots significantly enhance
vocabulary acquisition by providing a language learning experience
distinct from traditional methods. This is corroborated by previous
research, which indicates that students using AI chatbots find it
easier to learn new vocabulary, thereby improving their language
skills (Hasbi et al., 2024). Additionally, the use of AI chatbots

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positively influences students' interest and motivation in learning,

further contributing to vocabulary improvement (Marzuki et al.,
2023). However, despite these positive outcomes, some studies
have noted limitations in the effectiveness of AI chatbots for
vocabulary enhancement. While chatbots can increase student
engagement in English learning, the efficacy of vocabulary
improvement is constrained by the design and performance of
chatbot tasks (Yang et al., 2022).
Students are able to apply vocabulary contextually after
using AI chatbots in English language learning, a finding that
emerged from the researchers’ thematic analysis. S2, a male
participant, supported this observation within the following
excerpt:
“One of the new things I have gained since using AI chatbots is
the ability to know vocabulary that fits specific contexts. As a
result, I no longer use vocabulary that is inappropriate for the
theme or topic of writing.”
According to the interview findings, S2 noted that learning
contextual vocabulary is a significant impact of using AI chatbots in
this study. AI chatbots offer numerous opportunities for learners to
discover and apply new vocabulary in relevant contextual
situations. This observation aligns with the Contextual Learning
Theory, which emphasizes the importance of learning in context to
enhance retention and comprehension. When learners engage with
vocabulary in meaningful and relevant situations facilitated by AI
chatbots, they are more likely to internalize and effectively utilize
new language forms (Brown et al., 1989). Consequently, this can
significantly enhance their mastery of vocabulary (Young &
Shishido, 2023). Conversely, findings from previous study
contradicts this view, indicating that complex design and
performance issues within AI chatbots can hinder students'
effectiveness in learning contextual vocabulary. Such shortcomings
may result in a less practical learning experience. Additionally, the
capability of AI chatbots to cover multiple domains and provide
diverse sentence structures remains limited, potentially impacting
their effectiveness in contextually teaching vocabulary (Tu, 2020).
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Winia Waziana, Widi Andewi, Tommy Hastomo, Muhamad Hasbi

Furthermore, the researchers identified a third impact on

vocabulary through thematic analysis, maintaining consistency in
voice and vocabulary. This finding was supported by S3, a female
participant, who stated:
“ChatGPT really helps me maintain a consistent voice in my
vocabulary. It's made a noticeable difference in the quality of
our writing.”
Based on the interview findings, S3 indicated that ChatGPT,
as one of the AI chatbots, assisted her in maintaining consistency in
vocabulary and tone. Previous research suggests that ChatGPT can
provide responses tailored to individual student interaction and
writing styles (Taecharungroj, 2023). This observation aligns with
the Theory of Adaptive Learning, which posits that learning tools
should adapt to the unique needs and styles of individual learners
to maximize effectiveness (Johnson & Valente, 2011). By offering
personalized feedback and suggestions that resonate with a
student's distinct writing style, AI chatbots like ChatGPT create a
customized learning environment that promotes consistency in
language use and expression. This personalization enables the AI
chatbot to emulate the student's unique voice and vocabulary,
ensuring a consistent tone throughout different sections of their
writing. Similar findings were reported in another study (Young &
Shishido, 2023), which noted that the chatbot can provide
suggestions for academic essays, casual blog posts, and professional
emails. This versatility ensures that the writing remains authentic
and recognizable in various contexts.
Following the evaluation of the impacts on vocabulary, this
study also examines students' perspectives on how AI chatbots
influence their writing quality, particularly regarding grammar. The
analysis of syntactical aspects revealed three major sub-themes:
improved grammatical accuracy, reduced repetition, and enhanced
clarity and coherence.
Improved grammatical accuracy is the first major theme
identified in the analysis of grammar. This finding emerged from the
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 Students' Perceptions of the Impact of AI Chatbots …

thematic analysis conducted by the researchers. S4, a female

participant, supported this argument with the following quote:
“Gemini, as one of Al chatbots, is really good at catching
grammar mistakes that I might miss. This chatbot has helped
me improve the accuracy of my writing significantly.”
S4 noted that she received valuable feedback from Gemini,
which assisted her in correcting grammatical errors and enhancing
the accuracy of her writing. Research indicates that AI chatbots like
Gemini employ advanced natural language processing algorithms to
accurately detect grammatical errors (Ono & Morita, 2024). Studies
have demonstrated that the consistent use of such chatbots can lead
to significant improvements in writing accuracy and language
proficiency (Shikun et al., 2024). Additionally, users report
increased confidence in their writing abilities due to the immediate
feedback these chatbots provide (Kim et al., 2021). However, while
Gemini is designed to identify grammar mistakes, its effectiveness
may be overstated. Some studies suggest that AI chatbots can
overlook context-specific errors and may not always deliver
accurate corrections (Han et al., 2023). Moreover, students may
develop an overreliance on technology, impairing their ability to
independently correct their writing outcomes (Gozali et al., 2023;
Okta et al., 2023). This overreliance is explained by Cognitive
Offloading Theory, which posits that dependence on external tools
for cognitive tasks can diminish the need for internal processing
and skill development (Risko & Gilbert, 2016). Therefore, although
Gemini has the potential to assist students in checking grammatical
accuracy, its limitations underscore the importance of continuing to
refine editing skills independently.
Students tend to minimize unnecessary repetition in their
English writing after using AI chatbots, a finding that emerged from
the thematic analysis conducted by the researchers. S5, a male
participant, supported this conclusion with the following
statement:
“One of my weaknesses in writing was constantly making
unnecessary repetitions. Since using ChatGPT and Gemini, I

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Winia Waziana, Widi Andewi, Tommy Hastomo, Muhamad Hasbi

have rarely done this. The feedback provided has made my

writing better."
Based on the interview findings, AI chatbots such as ChatGPT
and Gemini have significantly contributed to reducing repetition in
writing and enhancing overall writing quality. In this current study,
the researchers verified the reduction of repetition by conducting
credible assessments of students' writing samples before and after
using the AI chatbots. Human raters evaluated these samples for
repetition, clarity, and quality, employing specific criteria to ensure
objectivity. These chatbots provide diverse and innovative
suggestions for restructuring sentences, which assist students in
minimizing repetitive language and enhancing their text (Hawanti
& Zubaydulloevna, 2023). This aligns with findings from other
studies that indicate ChatGPT can enhance writing efficiency and
quality by suggesting a variety of expressions and structures (Noy
& Zhang, 2023). Additionally, educators have noted that AI chatbots
positively influence students' writing by enhancing content and
organization through a range of lexical choices (Marzuki et al.,
2023). However, while AI chatbots offer potential benefits in
writing, their impact on reducing repetition and improving writing
quality may be overstated. Previous research indicates that AI
chatbots sometimes lack an understanding of the unique context
and style of human writers (Martono et al., 2023). This limitation is
elucidated by Situated Cognition Theory, which posits that
knowledge is constructed within and linked to the context in which
it is learned (Brown et al., 1989). Due to their lack of human-like
contextual awareness, AI chatbots may provide suggestions that are
contextually irrelevant or less meaningful, potentially leading to
recommendations that are occasionally inappropriate (Baskara,
2023). Therefore, the effectiveness of AI chatbots in significantly
reducing repetition and improving writing quality is constrained by
their inability to fully replicate human creativity and contextual
understanding.

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 Students' Perceptions of the Impact of AI Chatbots …

In terms of grammar, the quality of students' writing can

improve due to enhanced clarity and coherence, which represents
the third impact of using AI chatbots. This observation was
supported by S6, a female participant, who made the following
statement:
“Since using AI chatbots, my writing has become clearer and
more coherent. I can organize my thoughts better and these
chatbots help me to write various sentences more smoothly.”
In this study, AI chatbots have been shown to significantly
improve the clarity and coherence of students' writing. Previous
research supports this assertion, indicating that chatbots can
provide direct feedback and suggest enhancements that foster text
coherence (Belda-Medina & Kokošková, 2023). These tools not only
identify grammatical errors but also offer suggestions for sentence
restructuring, contributing to a more precise and coherent writing
style (Athanassopoulos et al., 2023). This improvement in clarity
and coherence is consistent with the Cognitive Theory of Writing,
which posits that writing involves a series of complex cognitive
processes, including planning, translating, and reviewing (Flower &
Hayes, 1981). By offering structured and targeted feedback, AI
chatbots facilitate the reviewing process, enabling students refine
and organize their ideas more effectively, thereby enhancing
coherence. his conclusion is further supported by data from the pre-
and post-test documents maintained by their English faculty
members, which indicated improvements in both clarity and
coherence. Therefore, the use of AI chatbots has been demonstrated
to enhance the clarity and flow of written communication.

CONCLUSION
This research aimed to investigate the various types of AI
chatbots and their impacts on the attributes of students' writing,
particularly concerning vocabulary and grammar, from the
perspective of EFL learners. The results revealed a diverse range of
AI chatbots utilized in writing and highlighted the methods students
employed to leverage these tools to enhance their writing quality.

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Winia Waziana, Widi Andewi, Tommy Hastomo, Muhamad Hasbi

Specifically, chatbots such as ChatGPT, Gemini, Perplexity, Bing

Chat, Ernie, Character AI, Discord Bot, Wren, and Ginger were found
to positively influence students' writing skills. The study identified
a consensus among students regarding the beneficial role of AI
chatbots in refining the vocabulary and grammar of their writing.
Consequently, the findings suggest that the integration of AI
chatbots can be advantageous for improving the attributes of
students' writing. the attributes of students' writing.
The findings of this study underscore the methodological
advantages of employing mixed-method approaches to capture
students' experiences regarding the impact of AI chatbots on their
vocabulary and grammar in EFL writing. This suggests that future
research could benefit from longitudinal designs to explore these
experiences over time. From a pedagogical perspective, the
integration of AI chatbots can enhance personalized learning and
writing proficiency; however, educators must balance their use
with traditional methods to mitigate the risk of over-reliance on
technology. Theoretically, the findings contribute to the
understanding of Cognitive and Sociocultural Learning Theories by
illustrating how AI chatbots function as scaffolding tools that
support language development and enhance the cognitive
processes involved in writing, such as planning, revising, and
organizing ideas.
Conversely, this study presents several research limitations.
Firstly, it was conducted within a specific geographical area with a
relatively small sample size, which may restrict the generalizability
of the findings to a broader population. Additionally, the varying
levels of understanding and experience with AI chatbots among
participants could have influenced their perceptions and the
effectiveness of these tools. The cross-sectional nature of the study
further limits the ability to draw conclusions regarding the long-
term impact of AI chatbot usage on students' writing skills.
Consequently, additional research is warranted to enhance the
generalizability of the findings, potentially by expanding the sample

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 Students' Perceptions of the Impact of AI Chatbots …

size, including participants from diverse regions, and employing

experimental or longitudinal designs to provide more
comprehensive insights into the effects of AI chatbots in EFL
education.

Acknowledgments
The researchers would like to express their sincere gratitude to the
Directorate General of Higher Education, Ministry of Education and
Culture of the Republic of Indonesia, for their support and funding
provided to complete this research.

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