Uswatun Hasanah, Baso Jabu, Sultan Baa
The integration of artificial intelligence (AI) in English as a Foreign Language (EFL) education is transforming how teachers design instruction and how students engage with academic writing tasks. This auto-ethnographic study explores the lived experiences of an EFL teacher implementing multiple AI tools in a semester-long Writing Clinic course at a state university in South Sulawesi, Indonesia. Data were drawn from the teacher's reflective journals, field notes, lesson plans, student work, and feedback from five interviewed students. The findings reveal a clear shift in the teacher's role from lecturer to facilitator and AI mentor, alongside increasing student creativity, collaboration, and independence. They also uncover challenges related to access disparities, technical competence, and ethical considerations, particularly in authorship and equitable participation. These insights highlight the need for targeted teacher training in digital and ethical skills, institutional investment in infrastructure and AI literacy policies, and pedagogical strategies that balance technological innovation with academic integrity. The study recommends future multi-site and mixed-method research to examine scalable models for effective and ethical AI integration across diverse EFL contexts. © 2025 Copyright held by the owner/author(s).
Institut Agama Islam Bone, Watampone, Indonesia; Program Pasca Sarjana, Universitas Negeri Makassar, South Sulawesi, Makassar, Indonesia; Universitas Negeri Makassar, South Sulawesi, Makassar, Indonesia
