The integration of artificial intelligence (AI) into English as a Foreign
Language (EFL) learning has introduced new opportunities to support academic
writing, including journal article summarizing. However, research on EFL students’
experiences of using AI-based mind mapping tools remains limited. Therefore, this
study aimed to explore EFL students’ experiences of using Mapify for journal article
summarizing and to identify its perceived weaknesses. This study employed a
qualitative research design with a phenomenological approach. Six eighth-semester
EFL students at the English Language Education Department of Antasari State Islamic
University were selected through purposive sampling. Data were collected through
observation and semi-structured interviews and analyzed using Creswell’s
phenomenological data analysis procedures. The findings showed that students used
Mapify throughout the summarizing process by reading and understanding the source
text, interpreting AI-generated mind maps, identifying main ideas, eliminating
unnecessary details, paraphrasing and reorganizing ideas, and writing coherent
summaries. The study also identified several weaknesses, including the need to verify
AI-generated information, difficulties in organizing dense mind maps, the potential to
reduce critical reading and independent analysis due to overreliance on AI, decreased
engagement with the original article, and technical limitations such as restricted free
version access and limited credits. Overall, Mapify is a useful tool for supporting
journal article summarizing, but its effective use requires students to critically evaluate
AI-generated content rather than rely on it completely.