Artificial Intelligence (AI) has become increasingly prevalent in various fields,
including education. English Language Education students, in particular, have been
exploring AI tools to enhance the quality and efficiency of their assignments. This
study explores the AI tools chosen by students, their approaches to using these tools,
challenges encountered, and their strategy to overcome the challenges. The study
employs narrative inquiry, focusing on students’ experiences with AI tools in
completing academic assignment. It involves collecting personal stories and reflecting
on them to understand participants’ perspectives and the meanings they assign to their
experiences. Three students from the English Language Education Department at UIN
Antasari Banjarmasin were selected based on specific criteria, including completion of
coursework and thesis defense, and incorporation of AI tools in their academic
activities. Using the process of telling, transcribing, and analyzing narratives as the data
analysis. The findings reveal that students use Grammarly, Chat GPT, Perplexity,
QuillBot, and DeepL for writing, research papers, and translation tasks. They adapt
these AI tools for tasks like paraphrasing, brainstorming, and refining paragraphs,
finding them helpful for improving assignment quality and efficiency. However, the
study also indicates that students face challenges, such as matching AI-generated
content with their personal writing style and ensuring the accuracy of the information
produced by these tools. To address these issues, students use strategies like iterative
command inputs and manual adjustments. The study highlights the transformative
potential of AI tools in enhancing research paper quality, improving efficiency, and
reducing plagiarism, while emphasizing the need for adaptability and critical
evaluation in their use