Examining the Relationship Between Gender, Self-Efficacy, and Students’ Use of AI Based Applications for English Grammar Course

Made Aprilia Ayu Adnyani; Ni Made Ratminingsih; Made Hery Santosa

doi:10.30599/5wrn7q75

Authors

Made Aprilia Ayu Adnyani Universitas Pendidikan Ganesha
Ni Made Ratminingsih Universitas Pendidikan Ganesha
Made Hery Santosa Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.30599/5wrn7q75

Keywords:

AI use , AI-based applications , English grammar learning , EFL students, Gender, Self-efficacy

Abstract

This study examine the relationship between gender, self-efficacy and students’ use of AI-based applications in English grammar courses. Using a quantitative ex post facto design, data collected from 123 fourth-semester EFL students through a structured questionnaire measuring gender, self-efficacy, and the use of AI-based applications for grammar learning. The data were analyzed using descriptive statistics and Multiple Linear Regression. The results showed that gender did not have a significant relationship with students’ use of AI-based applications (p = 0.613), while self-efficacy showed a positive relationship (p = 0.007). Simultaneously, analysis result show that gender and self-efficacy show significant relationship with students’ use of AI (p = 0.014), explaining 6.9% of the variance in AI use. These findings highlight that psychological factors, particularly self-efficacy plays a more important role than gender in forming students’ engagement with AI-supported grammar learning

Downloads

Download data is not yet available.

References

Al-Samarraie, Hosam, Samer Muthana Sarsam, Ahmed Ibrahim Alzahrani, Arunangsu Chatterjee, and Bronwen J. Swinnerton. 2024. Gender Sentiments towards Generative Artificial Intelligence (AI) in Higher Education.

Alharbi, Wael. 2023. “AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools.” Education Research International 2023:1–15. doi: 10.1155/2023/4253331.

Asio, John Mark R, and Dante P. Sardina. 2025. “Gender Differences on the Impact of AI Self-Efficacy on AI Anxiety through AI Self-Competency : A Moderated Mediation Analysis.” 9(2):55–71.

Asio, John Mark R., and Dante P. Sardina. 2025. “Gender Differences on the Impact of AI Self-Efficacy on AI Anxiety through AI Self-Competency: A Moderated Mediation Analysis.” Journal of Pedagogical Research 9(2):55–71. doi: 10.33902/JPR.202533231.

Aulia, L. G. Y. M., and M. H. Santosa. 2025. “AI In Language Education : Systematic Review of ELSA Speak’s Impact on English.” 13(1):1–10. doi: 10.23887/jpbi.v13i1.3771.

Bandura, Albert. 1977. “Albert Bandura- Social Learning Theory.” Simply Psychology.

Davis, Fred D. 1989. “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology.” JSTOR 13(3):319–40. doi: 10.5962/bhl.title.33621.

Devi, Ni Nyoman Risna Sari, Made Hery Santosa, and I. Putu Indra Kusuma. 2025. “Investigating Experience of University Students in Using ChatGPT in English Learning Context.” 5(2):159–70.

Estrada-Araoz, Edwin Gustavo, Maribel Mamani-Roque, Jhemy Quispe-Aquise, Yesenia Verónica Manrique-Jaramillo, and Elizabeth Orfelia Cruz-Laricano. 2025. “Academic Self-Efficacy and Dependence on Artificial Intelligence in a Sample of University Students.” Sapienza 6(1):1–9. doi: 10.51798/sijis.v6i1.916.

Farikhah, Ni. 2019. “PLEASE ( Pick , List , Evaluate , Activate , Supply , and End ) Strategy Toward Student ’ s Writing Achievement on Recount Text.” Channing: English Language Education and Literature 4(2):56–60.

Hardiantini, Luh Rista, Ni Made Ratminingsih, I. Gusti AYu Lokita Purnamika Utami, and Made Hery Santosa. 2025. “The Assistance of Quillbot in Powering Academic Writing for Higher Students: A Systematic Literature Review.” 13(2):266–79.

Hayat, Ali Asghar, Karim Shateri, Mitra Amini, and Nasrin Shokrpour. 2020. “Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model.” BMC Medical Education 20(1):1–11. doi: 10.1186/s12909-020-01995-9.

Hou, Zhirong. 2021. “Research on Adopting Artificial Intelligence Technology to Improve Effectiveness of Vocational College English Learning.” Journal of Physics: Conference Series 1744(4). doi: 10.1088/1742-6596/1744/4/042122.

Huang, Xinyi, Di Zou, Gary Cheng, Xieling Chen, and Haoran Xie. 2023. “Trends , Research Issues and Applications of Artificial Intelligence in Language Education.” 4522:112–31. doi: 10.30191/ETS.

Iddrisu, Hassan Mubarik, Simon Alhassan Iddrisu, and Bashiru Aminu. 2025. “Gender Differences in the Adoption, Usage, and Perceived Effectiveness of AI Writing Tools.” International Journal of Educational Innovation and Research 4(1):110–11. doi: 10.31949/ijeir.v4i1.11717.

Intan, Kadek, Rustiana Dewi, Ni Nyoman Padmadewi, and Luh Putu Artini. 2022. “Students ’ Perception : The Technology Integration into Project-Based Learning in Writing Class.” Jurnal Penelitian Dan Pengembangan Sains Dan Humaniora 6(3):335–42. doi: https://doi.org/10.23887/jppsh.v6i3.52539.

Jaya, Sinarman, and Dian Susyla. 2024. “Asessing Students’ Perceptions of AI Grammar and Writing Assistance Tools: Implications for Academic Writing Instruction.” Teaching English and Language Learning English Journal 04(03):182–90. doi: https://jurnal.umb.ac.id/index.php/telle/article/view/7535.

Kittredge, Audrey K., Elise W. M. Hopman, Ben Reuveni, Danielle Dionne, Cassie Freeman, and Xiangying Jiang. 2025. “Mobile Language App Learners’ Self-Efficacy Increases after Using Generative AI.” Frontiers in Education 10(February):1–18. doi: 10.3389/feduc.2025.1499497.

Mah, Dana Kristin, and Nele Groß. 2024. “Artificial Intelligence in Higher Education: Exploring Faculty Use, Self-Efficacy, Distinct Profiles, and Professional Development Needs.” International Journal of Educational Technology in Higher Education 21(1):1–17. doi: 10.1186/s41239-024-00490-1.

Otis, Nicholas G., Solène Delecourt, Katelyn Cranney, and Rembrand Koning. 2025. “Global Evidence on Gender Gaps and Generative AI Global Evidence on Gender Gaps and Generative AI.” Harvard Business School 1–28.

Pazilah, Fetylyana Nor Pazilah, Harwati Hashim, and Melor Md. Yunus. 2019. “Using Technology in ESL Classroom: Highlights and Challenges.” Creative Education 10(12):3205–12. doi: 10.4236/ce.2019.1012244.

Rachmawati, Siti Amalia. 2022. “Persepsi Mahasiswa Terhadap Pembelajaran English Grammar Pada Mata Kuliah Bahasa Inggris.” PROGRESSA 6:60–72. doi: http://dx.doi.org/10.32616/pgr.v6.2.422.59-72.

Saumi, Rahma Ibtida, Syafina Annazah, Widya Wulandari, and Abdul Syahid. 2025. “Investigating the Quality of Indonesian EFL Essay Writing at the University Level.” Channing: Journal of English Language Education and Literature 10(1):1–9.

Schunk, Dale, and Frank Pajares. 2022. “Development of Academic Self-Efficacy the Development of Academic Self-Efficacy.” Academic Press 1(1):1–27.

Schwarzer, R., and M. Jerusalem. 1995. “Generalized Self-Efficacy Scale.” Pp. 35–37 in Measures in health psychology: A user’s portfolio. Causal and control beliefs, edited by J. Weinman, S. Wright, and M. Johnston. Windsor, UK: NFER-NELSON.

Seo, Hyunjin, Azhar Iqbal, Shanawer Rafique, Oscar Stauffer Professor, Associate Dean, and William Allen. 2024. “Attitudes toward AI, AI Self-Efficacy, and AI Adoption: A Survey of Media Students in Afghanistan and Pakistan.” Studies in Media, Journalism, and Communications 22–30. doi: 10.32996/smjc.

Song, Cuiping, and Yanping Song. 2023. “Enhancing Academic Writing Skills and Motivation: Assessing the Efficacy of ChatGPT in AI-Assisted Language Learning for EFL Students.” Frontiers Media 14. doi: 10.3389/fpsyg.2023.1260843.

Suardewa, Putu Maha Surya, I. Putu Indra Kusuma, and Kadek Sintya Dewi. 2024. “The Impacts of Preservice English Teachers’ Self-Efficacy of Using AI towards Their Intentions of Teaching Writing Skills Using AI.” Jurnal Pendidikan Bahasa Inggris Undiksha 12(1):110–19. doi: 10.23887/jpbi.v12i1.80827.

Sun, Lin, Wei Li, Qi Qiu, Yang Hu, Zhi Yang, and Shifu Xiao. 2023. “Anxiety Adds the Risk of Cognitive Progression and Is Associated with Axon/Synapse Degeneration among Cognitively Unimpaired Older Adults.” EBioMedicine 94:104703. doi: https://doi.org/10.1016/j.ebiom.2023.104703.

Waluyo, Budi. 2024. “Technology-Fused English Teaching and Learning in Higher Education: From Individual Differences to Being Different Individuals.” LEARN Journal: Language Education and Acquisition Research Network 17(2):42–47.

Wang, Faming, Ronnel B. King, Ching Sing Chai, and Ying Zhou. 2023. “University Students’ Intentions to Learn Artificial Intelligence: The Roles of Supportive Environments and Expectancy–Value Beliefs.” International Journal of Educational Technology in Higher Education 20(1). doi: 10.1186/s41239-023-00417-2.

Wina, Luh, and Sari Merta. 2023. “The Integration of Technology in English Language Teaching to Stimulate Students ’ Critical Thinking.” 17:333–41.

Yuliandari, Ketut Ayu Swati Pramitha, Ni Made Ratminingsih, and Made Hery Santosa. 2025. “The Effect of Quillbot on the Eleventh-Grade Students ’ Writing Skills and Academic Integrity.” Journal of Language Teaching and Learning, Linguistics and Literature 13:146–72. doi: 10.24256/ideas.

Zaim, Muhammad, Safnil Arsyad, Budi Waluyo, Havid Ardi, Muhd Al Hafizh, Muflihatuz Zakiyah, Widya Syafitri, Ahmad Nusi, and Mei Hardiah. 2024. “AI-Powered EFL Pedagogy: Integrating Generative AI into University Teaching Preparation through UTAUT and Activity Theory.” Computers and Education: Artificial Intelligence 7(August):100335. doi: 10.1016/j.caeai.2024.100335.

Zhang, Chengming, Jessica Schießl, Lea Plößl, F. Hofmann, and Michaela Gläser‐Zikuda. 2023. “Acceptance of Artificial Intelligence among Pre-Service Teachers: A Multigroup Analysis.” Springer Nature 20(1). doi: 10.1186/s41239-023-00420-7.