UNDERSTANDING EFL STUDENTS' DEPENDENCY ON CHATGPT IN ENGLISH LANGUAGE LEARNING: EVIDENCE FROM INDONESIAN HIGHER EDUCATION
Keywords:
Artificial Intelligence; ChatGPT; Critical Thinking; Dependency; EFL Students; Language Learning; Learner Autonomy
Abstract
This study investigates the growing dependency of Indonesian EFL students on ChatGPT in the context of English language learning. Using a qualitative descriptive design, data were gathered from learning journals and semi-structured interviews involving nine undergraduate students across three universities. Thematic analysis revealed that students widely perceived ChatGPT as a valuable tool for enhancing writing, vocabulary, and confidence. However, its frequent use led to behavioral and emotional dependency. Factors contributing to this dependency included ease of access, low linguistic self-efficacy, academic pressure, and perceived AI authority. Notably, dependency correlated with reduced engagement in traditional learning strategies, diminished critical thinking, and limited learner autonomy. While ChatGPT offers substantial educational benefits, its overuse raises concerns about passive learning and cognitive disengagement. The findings highlight the need for pedagogical strategies that foster critical AI literacy and promote balanced use. This study contributes to the growing discourse on ethical and effective AI integration in language education
References
AbuSahyon, A. S. E., Alzyoud, A., Alshorman, O., & Al-Absi, B. (2023). AI-driven Technology and Chatbots as Tools for Enhancing English Language Learning in the Context of Second Language Acquisition: A Review Study. International Journal of Membrane Science and Technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829
Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6(March), 100218. https://doi.org/10.1016/j.caeai.2024.100218
Al-Khresheh, M. H. (2024). The Future of Artificial Intelligence in English Language Teaching: Pros and Cons of ChatGPT Implementation through a Systematic Review. Language Teaching Research Quarterly, 43, 54–80. https://doi.org/10.32038/ltrq.2024.43.04
ARSLANTOSUN, B. (2021). Öz-düzenlemeli Öğrenme ve Ötesi: Teorik bir sentez. Turkish Journal of Educational Research, 2(1), 01–10. https://doi.org/10.51242/saka-tjer.2021.7
Awaludin, A., Prayitno, H. J., & Haq, M. I. (2022). Using Digital Media During the COVID-19 Pandemic Era: Good Online Program in Higher Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(1), 1–12. https://doi.org/10.23917/ijolae.v5i1.19574
Baer, A., & Baer, A. (2025). Unpacking Predominant Narratives about Generative AI and Education : A Starting Point for Teaching Critical AI Literacy and Imagining Better Futures Unpacking Predominant Narratives about Generative AI and Education : A Starting Point for Teaching Critical AI Literacy and Imagining Better Futures. 73(3), 141–159.
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. (2013). Educational research : planning, conducting, and evaluating quantitative and qualitative research / John W. Creswell. — 4th ed. In University of Nebraska–Lincoln.
El Ouidani, Y., & Madaoui, R. (2024). Enhancing L2 Learners’ Writing: Impact of Product and Process Approaches. European Journal of Foreign Language Teaching, 8(1), 134–153. https://doi.org/10.46827/ejfl.v8i1.5313
Fitria, T. N. (2022). The Use Technology Based on Artificial Intelligence in English Teaching and Learning. https://doi.org/10.24235/eltecho.v
Given, L. (2012). Purposive Sampling. The SAGE Encyclopedia of Qualitative Research Methods, 2(November), 1–9. https://doi.org/10.4135/9781412963909.n349
Hernandez, H. E., Manalese, R. P., Dianelo, R. F. B., & Yambao, J. A. (2025). Dependency on Meta AI Chatbot in Messenger Among STEM and Non-STEM Students in Higher Education. May. https://doi.org/10.25147/ijcsr.2017.001.1.242
Koka, N. A. (2024). An Insight into the Efficiency of Artificial Intelligence ( AI ) -Chatbot as Digital Tutors for Enhancing Learners ’ Motivation and Performance in Linguistics Courses. 22, 19812–19830.
Li, X., & Matar Hasan Alharbi, W. (2025). Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses. Learning and Motivation, 90(March), 102121. https://doi.org/10.1016/j.lmot.2025.102121
Melisa, R., Ashadi, A., Triastuti, A., Hidayati, S., Salido, A., Luansi Ero, P. E., Marlini, C., Zefrin, Z., & Al Fuad, Z. (2025). Critical Thinking in the Age of AI: A Systematic Review of AI’s Effects on Higher Education. Educational Process: International Journal, 14(February). https://doi.org/10.22521/edupij.2025.14.31
Meyer, J. G., Urbanowicz, R. J., Martin, P. C. N., O’Connor, K., Li, R., Peng, P. C., Bright, T. J., Tatonetti, N., Won, K. J., Gonzalez-Hernandez, G., & Moore, J. H. (2023). ChatGPT and large language models in academia: opportunities and challenges. BioData Mining, 16(1), 1–11. https://doi.org/10.1186/s13040-023-00339-9
Mohammadkarimi, E. (2023). Teachers’ reflections on academic dishonesty in EFL students’ writings in the era of artificial intelligence. Journal of Applied Learning and Teaching, 6(2), 105–113. https://doi.org/10.37074/jalt.2023.6.2.10
Ni, A., & Cheung, A. (2023). Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning. Education and Information Technologies, 28(3), 3191–3216. https://doi.org/10.1007/s10639-022-11305-z
Pitura, J. (2024). Enhancing advanced vocabulary in EFL writing : an AI-assisted intervention for English studies students in Poland. Journal of China Computer-Assisted Language Learning, 1–26. https://doi.org/10.1515/jccall-2024-0014
Pratiwi, H., Riwanda, A., Hasruddin, H., Sujarwo, S., & Syamsudin, A. (2025). Transforming learning or creating dependency ? Teachers ’ perspectives and barriers to AI integration in education. 9(2), 127–142.
Sain, Z. H., Thelma, C. C., Baharun, H., & Pigesia, A. C. (2024). ChatGPT For Positive Impact? Examining the Opportunities and Challenges of Large Language Models in Education. International Journal of Educational Development, 1(3), 87–100.
Shafei, S., & Ahmed, S. M. (2025). Critical Analysis of the Impact of AI in Higher Education and Its Consequences on Students. Journal of Information Systems Engineering and Management, 10(March), 696–710. https://doi.org/10.52783/jisem.v10i12s.1943
Shah, S. S., & Asad, M. M. (2024). Impact of Critical Thinking Approach on Learners’ Dependence on Innovative Transformation Through Artificial Intelligence. In M. D. Lytras, A. Alkhaldi, S. Malik, A. C. Serban, & T. Aldosemani (Eds.), The Evolution of Artificial Intelligence in Higher Education (pp. 161–182). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-486-820241010
Shalevska, E., & Kostadinovska-stojchevska, B. (2024). ENHANCING VOCABULARY ACQUISITION THROUGH NLP : A CASE STUDY OF SUSTAINABILITY-RELATED LEXIS. 61–72. https://doi.org/10.20544/AISC.1.1.25.P06
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(December), 1–14. https://doi.org/10.3389/fpsyg.2023.1260843
Tahir, A., & Tahir, A. (2023). Linguistic Forum MARS Publishers AI-Driven Advancements in ESL Learner Autonomy: Investigating Student Attitudes Towards Virtual Assistant Usability. Linguistic Forum, 5(2), 50–56. http://doi.org/10.53057/linfo/2023.5.2.8Pages50-56
Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on E-learning acceptance in England: A structural equation modeling approach for an extended Technology Acceptance Model. Journal of Educational Computing Research, 51(2), 163–184. https://doi.org/10.2190/EC.51.2.b
Wang, Q. (2025). AI-driven autonomous interactive English learning language tutoring system. 25(1950), 1155–1166. https://doi.org/10.1177/14727978241296719
Wang, Z., & Han, F. (2022). The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research. Frontiers in Psychology, 13(July), 1–12. https://doi.org/10.3389/fpsyg.2022.909802
Yuan, L., & Liu, X. (2025). The effect of artificial intelligence tools on EFL learners’ engagement, enjoyment, and motivation. Computers in Human Behavior, 162(September 2024), 108474. https://doi.org/10.1016/j.chb.2024.108474
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6(March), 100218. https://doi.org/10.1016/j.caeai.2024.100218
Al-Khresheh, M. H. (2024). The Future of Artificial Intelligence in English Language Teaching: Pros and Cons of ChatGPT Implementation through a Systematic Review. Language Teaching Research Quarterly, 43, 54–80. https://doi.org/10.32038/ltrq.2024.43.04
ARSLANTOSUN, B. (2021). Öz-düzenlemeli Öğrenme ve Ötesi: Teorik bir sentez. Turkish Journal of Educational Research, 2(1), 01–10. https://doi.org/10.51242/saka-tjer.2021.7
Awaludin, A., Prayitno, H. J., & Haq, M. I. (2022). Using Digital Media During the COVID-19 Pandemic Era: Good Online Program in Higher Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(1), 1–12. https://doi.org/10.23917/ijolae.v5i1.19574
Baer, A., & Baer, A. (2025). Unpacking Predominant Narratives about Generative AI and Education : A Starting Point for Teaching Critical AI Literacy and Imagining Better Futures Unpacking Predominant Narratives about Generative AI and Education : A Starting Point for Teaching Critical AI Literacy and Imagining Better Futures. 73(3), 141–159.
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. (2013). Educational research : planning, conducting, and evaluating quantitative and qualitative research / John W. Creswell. — 4th ed. In University of Nebraska–Lincoln.
El Ouidani, Y., & Madaoui, R. (2024). Enhancing L2 Learners’ Writing: Impact of Product and Process Approaches. European Journal of Foreign Language Teaching, 8(1), 134–153. https://doi.org/10.46827/ejfl.v8i1.5313
Fitria, T. N. (2022). The Use Technology Based on Artificial Intelligence in English Teaching and Learning. https://doi.org/10.24235/eltecho.v
Given, L. (2012). Purposive Sampling. The SAGE Encyclopedia of Qualitative Research Methods, 2(November), 1–9. https://doi.org/10.4135/9781412963909.n349
Hernandez, H. E., Manalese, R. P., Dianelo, R. F. B., & Yambao, J. A. (2025). Dependency on Meta AI Chatbot in Messenger Among STEM and Non-STEM Students in Higher Education. May. https://doi.org/10.25147/ijcsr.2017.001.1.242
Koka, N. A. (2024). An Insight into the Efficiency of Artificial Intelligence ( AI ) -Chatbot as Digital Tutors for Enhancing Learners ’ Motivation and Performance in Linguistics Courses. 22, 19812–19830.
Li, X., & Matar Hasan Alharbi, W. (2025). Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses. Learning and Motivation, 90(March), 102121. https://doi.org/10.1016/j.lmot.2025.102121
Melisa, R., Ashadi, A., Triastuti, A., Hidayati, S., Salido, A., Luansi Ero, P. E., Marlini, C., Zefrin, Z., & Al Fuad, Z. (2025). Critical Thinking in the Age of AI: A Systematic Review of AI’s Effects on Higher Education. Educational Process: International Journal, 14(February). https://doi.org/10.22521/edupij.2025.14.31
Meyer, J. G., Urbanowicz, R. J., Martin, P. C. N., O’Connor, K., Li, R., Peng, P. C., Bright, T. J., Tatonetti, N., Won, K. J., Gonzalez-Hernandez, G., & Moore, J. H. (2023). ChatGPT and large language models in academia: opportunities and challenges. BioData Mining, 16(1), 1–11. https://doi.org/10.1186/s13040-023-00339-9
Mohammadkarimi, E. (2023). Teachers’ reflections on academic dishonesty in EFL students’ writings in the era of artificial intelligence. Journal of Applied Learning and Teaching, 6(2), 105–113. https://doi.org/10.37074/jalt.2023.6.2.10
Ni, A., & Cheung, A. (2023). Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning. Education and Information Technologies, 28(3), 3191–3216. https://doi.org/10.1007/s10639-022-11305-z
Pitura, J. (2024). Enhancing advanced vocabulary in EFL writing : an AI-assisted intervention for English studies students in Poland. Journal of China Computer-Assisted Language Learning, 1–26. https://doi.org/10.1515/jccall-2024-0014
Pratiwi, H., Riwanda, A., Hasruddin, H., Sujarwo, S., & Syamsudin, A. (2025). Transforming learning or creating dependency ? Teachers ’ perspectives and barriers to AI integration in education. 9(2), 127–142.
Sain, Z. H., Thelma, C. C., Baharun, H., & Pigesia, A. C. (2024). ChatGPT For Positive Impact? Examining the Opportunities and Challenges of Large Language Models in Education. International Journal of Educational Development, 1(3), 87–100.
Shafei, S., & Ahmed, S. M. (2025). Critical Analysis of the Impact of AI in Higher Education and Its Consequences on Students. Journal of Information Systems Engineering and Management, 10(March), 696–710. https://doi.org/10.52783/jisem.v10i12s.1943
Shah, S. S., & Asad, M. M. (2024). Impact of Critical Thinking Approach on Learners’ Dependence on Innovative Transformation Through Artificial Intelligence. In M. D. Lytras, A. Alkhaldi, S. Malik, A. C. Serban, & T. Aldosemani (Eds.), The Evolution of Artificial Intelligence in Higher Education (pp. 161–182). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-486-820241010
Shalevska, E., & Kostadinovska-stojchevska, B. (2024). ENHANCING VOCABULARY ACQUISITION THROUGH NLP : A CASE STUDY OF SUSTAINABILITY-RELATED LEXIS. 61–72. https://doi.org/10.20544/AISC.1.1.25.P06
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(December), 1–14. https://doi.org/10.3389/fpsyg.2023.1260843
Tahir, A., & Tahir, A. (2023). Linguistic Forum MARS Publishers AI-Driven Advancements in ESL Learner Autonomy: Investigating Student Attitudes Towards Virtual Assistant Usability. Linguistic Forum, 5(2), 50–56. http://doi.org/10.53057/linfo/2023.5.2.8Pages50-56
Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on E-learning acceptance in England: A structural equation modeling approach for an extended Technology Acceptance Model. Journal of Educational Computing Research, 51(2), 163–184. https://doi.org/10.2190/EC.51.2.b
Wang, Q. (2025). AI-driven autonomous interactive English learning language tutoring system. 25(1950), 1155–1166. https://doi.org/10.1177/14727978241296719
Wang, Z., & Han, F. (2022). The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research. Frontiers in Psychology, 13(July), 1–12. https://doi.org/10.3389/fpsyg.2022.909802
Yuan, L., & Liu, X. (2025). The effect of artificial intelligence tools on EFL learners’ engagement, enjoyment, and motivation. Computers in Human Behavior, 162(September 2024), 108474. https://doi.org/10.1016/j.chb.2024.108474
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Published
2025-06-07
How to Cite
Dakhi, E. S. K. S., Muchlas Suseno, & Samsi Setiadi. (2025). UNDERSTANDING EFL STUDENTS’ DEPENDENCY ON CHATGPT IN ENGLISH LANGUAGE LEARNING: EVIDENCE FROM INDONESIAN HIGHER EDUCATION. Ndrumi : Jurnal Ilmu Pendidikan Dan Humaniora, 8(1), 1=13. https://doi.org/10.57094/ndrumi.v8i1.2872
Section
Articles
Copyright (c) 2025 Epos Sister Krismon Selan Dakhi, Muchlas Suseno, Samsi Setiadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
