Integrating AI into EFL writing: Insights from Islamic higher education institutions
Main Article Content
Abstract
Currently, AI-based tools such as ChatGPT, Grammarly, and QuillBot are increasingly used by students to assist in academic writing. Previous research has shown that these tools can enhance fluency, grammar accuracy, and writing motivation. However, most of these studies have not addressed the context of Islamic educational institutions, where ethical and religious values play an essential role. This study explores the use of artificial intelligence (AI) tools in English as a Foreign Language (EFL) academic writing classes at an Islamic tertiary institution, focusing on student and teacher perspectives. Employing a qualitative methodology with thematic analysis, the research investigates perceived benefits, challenges, and strategies for integrating AI, alongside the influence of Islamic ethical values. Findings reveal that AI applications such as ChatGPT and Grammarly enhance writing accuracy, vocabulary, and student motivation but also introduce concerns related to reliability and academic integrity. Both students and instructors adopt adaptive practices that align with core Islamic principles of amanah (trustworthiness), ikhlas (sincerity), and ʿadl (justice) to ensure responsible and ethical use of AI in learning. This study contributes to the development of pedagogical strategies that harmonize technological advancements with religious and moral frameworks, fostering effective and ethically sound academic writing instruction in Islamic higher education contexts
Article Details
How to Cite
NABILLAH, Yumnaa Taqiyatul et al.
Integrating AI into EFL writing: Insights from Islamic higher education institutions.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 714-722, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3651>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3651.
Section
Articles
References
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Safitri, M., & Fithriani, R. (2024). Exploring higher education EFL students’ perception of AI writing tools in the 5.0 Eera. Cetta: Jurnal Ilmu Pendidikan, 7(1), 267–276. https://doi.org/10.37329/CETTA.V7I1.3158
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Shibani, A., Knight, S., Kitto, K., Karunanayake, A., & Shum, S. B. (2024). Untangling critical interaction with AI in students’ written assessment. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3613905.3651083/SUPPL_FILE/3613905.3651083-TALK-VIDEO.VTT
Syahnaz, M., & Fithriani, R. (2023). Utilizing artificial intelligence-based paraphrasing tool in EFL writing class: A focus on Indonesian university students’ perceptions. Scope : Journal of English Language Teaching, 7(2), 210–218. https://doi.org/10.30998/SCOPE.V7I2.14882
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly: Management Information Systems, 27(3), 425–478. https://doi.org/10.2307/30036540
Weston, C., Gandell, T., Beauchamp, J., McAlpine, L., Wiseman, C., & Beauchamp, C. (2001). Analyzing interview data: The development and evolution of a coding system. Qualitative Sociology, 24(3), 381–400. https://doi.org/10.1023/A:1010690908200/METRICS
Yuan, Y., Li, H., & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: Opportunities and challenges in education. Language Learning in Higher Education, 14(1),41–56.https://doi.org/10.1515/CERCLES-2023-0006/MACHINEREADABLECITATION/RIS
Yunita, R., Fitrianna, N., & Maulana, N. I. (2025). Artificial Intelligence in English writing: Ethical integration and educators’ perspectives. JEELS (Journal of English Education and Linguistics Studies), 12(2), 641–666. https://doi.org/10.30762/JEELS.V12I2.5250
Alashwal, M. (2024). Empowering education through AI: Potential benefits and future implications for instructional pedagogy. PUPIL: International Journal of Teaching, Education and Learning, 2024, 201–212. https://doi.org/10.20319/ICTEL.2024.201212
Ali, H. Y., & Ekeng, O. O. (2024). Balancing innovation and ethics: Educators’ perspectives on the role of AI in education. The American Journal of Social Science and Education Innovations, 6(09), 128–139. https://doi.org/10.37547/TAJSSEI/VOLUME06ISSUE09-14
Al-Raimi, M., Mudhsh, B. A., Al-Yafaei, Y., & Al-Maashani, S. (2024). Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners’ perspectives. Forum for Linguistic Studies, 6(2). https://doi.org/10.59400/FLS.V6I2.1177
Alshehri, M. (2025). Integrating automated writing evaluation into Saudi EFL students’ writing practice. Arab World English Journal, 16(1), 70–87. https://doi.org/10.24093/AWEJ/VOL16NO1.5
Arisandi, V., & Sudarajat, A. (2023). Revisiting “Grammarly” in higher education (a literature review). Journal of Innovation Research and Knowledge, 2(8), 3351–3356. https://doi.org/10.53625/JIRK.V2I8.5461
Aritonang, P., & Toisuta, E. G. (2025). The impact of unethical AI use on academic writing regression: Case study of English students at PSDKU Aru. MATAI: International Journal of Language Education, 5(2), 232–241. https://doi.org/10.30598/MATAIL.V5I2.19671
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/J.TATE.2003.07.001
Brandhofer, G., & Tengler, K. (2024). Acceptance of artificial intelligence in education: Opportunities, concerns and need for action. Advances in Mobile Learning Educational Research, 4(2), 1105–1113. https://doi.org/10.25082/AMLER.2024.02.005
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706QP063OA
Creswell, J. W. (2014). Research design : Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Davis, F. D. (1989). Technology acceptance model: TAM. Al-Suqri, MN, Al-Aufi, AS: Information Seeking Behavior and Technology Adoption, 205(219). https://scholar.google.com/citations?view_op=view_citation&hl=en&user=rKH2D8MAAAAJ&citation_for_view=rKH2D8MAAAAJ:6ZxmRoH8BuwC
Dewi, F. (2024). The inception of ideas: How students use ChatGPT for academic writing. Jurnal Sosioteknologi, 23(2), 291–304. https://doi.org/10.5614/SOSTEK.ITBJ.2024.23.2.10
Dominguez, S., & Svihla, V. (2023). A review of teacher implemented scaffolding in K-12. Social Sciences & Humanities Open, 8(1), 100613. https://doi.org/10.1016/J.SSAHO.2023.100613
Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1), 1–20. https://doi.org/10.1186/S41239-023-00425-2/TABLES/4
Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly: Management Information Systems, 19(2), 213–233. https://doi.org/10.2307/249689
Hasan, Md. K. (2025). How AI quietly undermines the joy and effort of learning: A call for rebalancing education in the digital age. Annals of Medicine & Surgery, 87(8), 4693–4694. https://doi.org/10.1097/MS9.0000000000003456
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
Mudawy, A. M. A. (2024). Investigating EFL faculty members’ perceptions of integrating Artificial Intelligence applications to improve the research writing process: A case study at Majmaah University. Arab World English Journal, 1(1), 169–183. https://doi.org/10.24093/AWEJ/CHATGPT.11
Pack, A., & Maloney, J. (2024). Using artificial intelligence in TESOL: Some ethical and pedagogical considerations. TESOL Quarterly, 58(2), 1007–1018. https://doi.org/10.1002/TESQ.3320
Panesar, A. (2021). What is artificial intelligence? Machine Learning and AI for Healthcare, 1–18. https://doi.org/10.1007/978-1-4842-6537-6_1
Puspitasari, D., Fitriati, S. W., Widhiyanto, & Rustipa, K. (2025). Integrating moral values into EFL learning through a multimodal project: A case study. Educational Process: International Journal, 14. https://doi.org/10.22521/EDUPIJ.2025.14.77
Rohmana, W. I. M., Kamal, S., Amalia, A. I., & Ating, J. P. (2024). The integration of religious moderation in English as a Foreign Language (EFL) setting: Students’ and teachers’ voices. Abjadia : International Journal of Education, 9(2), 279–290. https://doi.org/10.18860/ABJ.V9I2.26418
Safitri, M., & Fithriani, R. (2024). Exploring higher education EFL students’ perception of AI writing tools in the 5.0 Eera. Cetta: Jurnal Ilmu Pendidikan, 7(1), 267–276. https://doi.org/10.37329/CETTA.V7I1.3158
Sangadji, K., Arman, & Acim. (2025). AI-assisted academic writing: Evaluating postgraduate students’ AI literacy and skills. JTP - Jurnal Teknologi Pendidikan, 27(1), 45–55. https://doi.org/10.21009/JTP.V27I1.48952
Shibani, A., Knight, S., Kitto, K., Karunanayake, A., & Shum, S. B. (2024). Untangling critical interaction with AI in students’ written assessment. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3613905.3651083/SUPPL_FILE/3613905.3651083-TALK-VIDEO.VTT
Syahnaz, M., & Fithriani, R. (2023). Utilizing artificial intelligence-based paraphrasing tool in EFL writing class: A focus on Indonesian university students’ perceptions. Scope : Journal of English Language Teaching, 7(2), 210–218. https://doi.org/10.30998/SCOPE.V7I2.14882
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly: Management Information Systems, 27(3), 425–478. https://doi.org/10.2307/30036540
Weston, C., Gandell, T., Beauchamp, J., McAlpine, L., Wiseman, C., & Beauchamp, C. (2001). Analyzing interview data: The development and evolution of a coding system. Qualitative Sociology, 24(3), 381–400. https://doi.org/10.1023/A:1010690908200/METRICS
Yuan, Y., Li, H., & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: Opportunities and challenges in education. Language Learning in Higher Education, 14(1),41–56.https://doi.org/10.1515/CERCLES-2023-0006/MACHINEREADABLECITATION/RIS
Yunita, R., Fitrianna, N., & Maulana, N. I. (2025). Artificial Intelligence in English writing: Ethical integration and educators’ perspectives. JEELS (Journal of English Education and Linguistics Studies), 12(2), 641–666. https://doi.org/10.30762/JEELS.V12I2.5250