Students’ Perception on AI-Based Feedback in Writing Descriptive Text
DOI:
https://doi.org/10.59011/austronesian.5.3.2026.822-836Keywords:
Students’ Perception, AI-Based Feedback, Writing, Descriptive TextAbstract
This study aimed to explore students’ perceptions of AI-based feedback, its usefulness in writing descriptive texts, their intentions to continue using it, and its positive and negative impacts on writing development. A qualitative case study design was employed to collect data through semi-structured interviews with sixteen students in class 10-4. The study employed a qualitative approach, with interview data collected from 16 students at SMA Negeri 1 Tondano who used ChatGPT as an AI-based feedback tool. The findings revealed that students generally perceived ChatGPT positively, with 14 students (87.5%) describing it as easy, practical, and accessible. Regarding writing development, grammar improvement was the most frequently reported benefit (62.5%), followed by vocabulary enrichment (37.5%), while improvements in text structure were less consistently reported. Students also experienced increased writing confidence, motivation, and opportunities for independent learning. Furthermore, 15 students (93.75%) expressed affirmative or conditional intentions to continue using AI-based feedback. Despite these benefits, over-reliance emerged as the most frequently reported negative impact, identified by eight students (50%). Other concerns included passive acceptance of AI-generated corrections without understanding their underlying linguistic principles, inappropriate use of advanced vocabulary, and reduced engagement in independent writing processes. The study concludes that ChatGPT offers pedagogical potential for improving grammatical accuracy, vocabulary development, and students’ affective engagement in descriptive text writing. Nevertheless, its effectiveness depends on critical student engagement and appropriate pedagogical guidance. Therefore, AI-based feedback should be integrated as a supplementary tool within a teacher-mediated instructional framework rather than used as a substitute for teacher guidance and independent learning.
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