Wordtune as an Artificial Intelligence (AI) Powered English Writing Assistant: EFL Students Perception as Alternative to Write English
DOI:
https://doi.org/10.21154/eltall.v6i1.10941Keywords:
Artificial Intelligence, Writing tools, Wordtune, Students perceptionAbstract
Currently, the adoption of AI-driven writing tools is becoming increasingly widespread among users. Particularly for EFL students, these AI applications offer significant advantages. The aim of this article is to explore students' perceptions of Wordtune as an alternative tool for writing in English. This research employs a qualitative approach to examine how students view Wordtune in their English classes. There are 30 Indonesian undergraduate students majoring in English education used Wordtune as participants. The Data was gathered through questionnaires and in-depth interviews, which were analyzed through percentage and thematic content analysis. The results of the study showed that students have several positive perceptions of Wordtune as an assistant in writing, including, Wordtune speeds up writing, easily fixes grammar issues, provides word options, inspires new ideas, improves revision quality, and user-friendly. With this study, students are expected to be able to apply it in learning activities related to writing English thus that the writing results produced are better and more structured.
References
Abbasova, M., & Mammadova, N. (2019). The Role of Digital Technology in English Language Teaching in Azerbaijan. International Journal of English Linguistics, 9(2), 364. https://doi.org/10.5539/ijel.v9n2p364
Ahmad, A., Etfita, F., Wahyuni, S., & Satriani, E. (2022). Pelatihan Penulisan Teks Bahasa Inggris Dengan Bantuan Kecerdasan Buatan di SMKS Budi Dharma Dumai. ABDINE: Jurnal Pengabdian Masyarakat, 2(2), 233–241. https://doi.org/10.52072/abdine.v2i2.440
Al Mahmud, F. (2023). Investigating EFL Students’ Writing Skills Through Artificial Intelligence: Wordtune Application as a Tool. Journal of Language Teaching and Research, 14(5), 1395–1404. https://doi.org/10.17507/jltr.1405.28
Andina, D., & Ginting, P. (2022). JED : Journal of English Development Utilizing Wordtune as A Digital Writing Assistant to Enhance Students ’ Writing Skill. 496–510.
Azhuri, I. R., Purbangkara, T., & Nasution, N. S. (2021). Survei Motivasi Belajar Pendidikan Jasmani pada Siswa Sekolah Luar Biasa di Kabupaten Karawang. Jurnal Literasi Olahraga, 2(2), 96–103.
Barrot, J. S. (2022). Integrating Technology into ESL/EFL Writing through Grammarly. RELC Journal, 53(3), 764–768. https://doi.org/10.1177/0033688220966632
Baxter, P., & Jack, S. (2015). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544–559. https://doi.org/10.46743/2160-3715/2008.1573
Braun, V., & Clarke, V. (2014). Using thematic analysis in psychology. January 2006. https://doi.org/10.1191/1478088706qp063oa
Dewi, U. (2019). Peer Feedback in Reviewing Essay. SALTeL Journal (Southeast Asia Language Teaching and Learning), 2(2), 1–7. https://doi.org/10.35307/saltel.v2i2.26
Fitria, T. N. (2021a). Grammarly as AI-powered English Writing Assistant: Students’ Alternative for Writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65. https://doi.org/10.31002/metathesis.v5i1.3519
Fitria, T. N. (2021b). QuillBot as an online tool: Students’ alternative in paraphrasing and rewriting of English writing. Englisia: Journal of Language, Education, and Humanities, 9(1), 183. https://doi.org/10.22373/ej.v9i1.10233
Fitria, T. N. (2024). Using Wordtune as an AI-Powered Writing Tool : How is the Performance in Rewrite and Rephrase English Writing ? January. https://doi.org/10.32503/proficiency.v6i1.4135
Ghufron, M. A., & Rosyida, F. (2018). The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing. Lingua Cultura, 12(4), 395. https://doi.org/10.21512/lc.v12i4.4582
Hasibuan, A., Nurbaidah, N., Artikel, I., Setuju, T., Setuju, S., & Education, J. (2024). PERSEPSI MAHASISWA ENGLISH AS FOREIGN LANGUAGE TERHADAP PEMANFAATAN ARTIFICIAL INTELLIGENCE PADA. 12(3), 363–368.
Kholili, A., & Afandi, A. (2024). AI-Powered Writing Tools: Does Word-tune Bring Benefits for EFL Learners’ Writing Performance? MARAS: Jurnal Penelitian …, 1345–1352. http://ejournal.lumbungpare.org/index.php/maras/article/view/394%0Ahttp://ejournal.lumbungpare.org/index.php/maras/article/download/394/307
Lander, J. A., & Brown, H. D. (1995). Teaching by Principles: An Interactive Approach to Language Pedagogy. In Language (Vol. 71, Issue 4, p. 843). https://doi.org/10.2307/415773
Limna, P., Jakwatanatham, S., Siripipattanakul, S., Kaewpuang, P., & Sriboonruang, P. (2022). A Review of Artificial Intelligence (AI) in Education during the Digital Era. Advance Knowledge for Executives, 1(1), 1–9. https://ssrn.com/abstract=4160798
Murray Rowena, A. S. M. (2006). The handbook of academic writing.
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
Shi, S., Zhao, E., Tang, D., Wang, Y., Li, P., Bi, W., Jiang, H., Huang, G., Cui, L., Huang, X., Zhou, C., Dai, Y., & Ma, D. (2022). Effidit: Your AI Writing Assistant. 1–16. http://arxiv.org/abs/2208.01815
Suman, R. S., Moccia, S., Chinnusamy, K., Singh, B., & ... (2023). Handbook of research on learning in language classrooms through ICT-based digital technology. i. https://books.google.com/books?hl=en&lr=&id=pEmtEAAAQBAJ&oi=fnd&pg=PR1&dq=ai+tools+in+elt&ots=Unn7irNW0M&sig=VVUm32tUWnlePW-ZaVC8Y4TejeQ%0Ahttps://www.kalorex.org/wp-content/uploads/2023/03/Underprivileged-children-and-Covid19-case-studies-of-VKF.aspx_.pd
Suryani, I., & Daulay, S. H. (2022). Students’ perceptions on writing activities by using Padlet application. The Proceedings of the English Language Teaching, Literature, and Translation (ELTLT), 11(1), 2580–7528.
Winans, M. D. (2021). Grammarly’s Tone Detector: Helping Students Write Pragmatically Appropriate Texts. RELC Journal, 52(2), 348–352. https://doi.org/10.1177/00336882211010506
Yoandita, & Yenni Hasnah. (2024). Quillbot As an Alternative Writing Tool: Examining Its Uses on the Academic Writing Performance of Efl Learners. Esteem Journal of English Education Study Programme, 7(2), 401–412. https://doi.org/10.31851/esteem.v7i2.15254
Zhao, X. (2023a). Leveraging Artificial Intelligence (AI) Technology for English Writing: Introducing Wordtune as a Digital Writing Assistant for EFL Writers. RELC Journal, 54(3), 890–894. https://doi.org/10.1177/00336882221094089
Zhao, X. (2023b). The Digitisation of writing in higher education: Exploring the use of Wordtune as an AI writing assistant.
Zhao, X., Hu, J., & Cox, A. (2024). Incorporating Artificial Intelligence into Student Academic Writing in Higher Education: The Use of Wordtune by Chinese international students. Proceedings of the Annual Hawaii International Conference on System Sciences, 1, 2726–2735.
Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36(xxxx), 61–67. https://doi.org/10.1016/j.jslw.2017.05.014
Downloads
Published
Issue
Section
License
Copyright (c) 2025 ELTALL: English Language Teaching, Applied Linguistic and Literature
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published in ELTALL (English Language Teaching, Applied Linguistics, and Literature Journal) are licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
Under this license, authors and readers are free to:
- Share. copy and redistribute the material in any medium or format
- Adapt. remix, transform, and build upon the material
Under the following terms:
- Attribution. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner but not in any way that suggests the licensor endorses you or your use.
- Non-Commercial. You may not use the material for commercial purposes.
Notices:
- The licensor cannot revoke these freedoms as long as you follow the license terms.
- No additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
For the full legal code of the license, please visit: https://creativecommons.org/licenses/by-nc/4.0/
