EFL Secondary Students’ Experiences in Using DeepSeek AI in Writing Descriptive Texts
Keywords:
Writing, DeepSeek AI, Descriptive Text, EFL Secondary Students, Experiences
Abstract
Artificial intelligence has become increasingly visible in English language learning, yet classroom evidence concerning how secondary students actually work with newer generative AI platforms remains limited. This article reports the experiences of nine eighth-grade EFL students who used DeepSeek AI while producing descriptive texts in a public junior high school in Surabaya, Indonesia. A qualitative case-study design drew on classroom observation, field notes, reflective notes, semi-structured interviews, students’ writing activities, and coded interview data. The analysis followed the interactive model of data condensation, data display, and conclusion drawing or verification. The findings show that students used DeepSeek AI across planning, drafting, revising, and editing. They sought ideas, vocabulary, translation, sentence support, and language correction, but they did not experience the tool as effortless. Long or difficult responses, uncertainty about information, unfamiliar features, limited vocabulary, problems organizing ideas, difficulty describing people, device and login constraints, and classroom noise shaped their use. Students responded by revising prompts, checking AI information, consulting peers or tutorials, proofreading with AI, filtering vocabulary, modifying AI output, sharing devices, using another account, and managing classroom distraction. DeepSeek AI therefore functioned most productively as a supporting resource when students retained control over selection, revision, and verification and when teacher guidance discouraged direct copying.
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Suryani, I., & Fithriani, R. (2024). Artificial Intelligence Tools in Writing Class: Students’ Preferences and Lecturers’ Perceptions. 12(1). https://doi.org/10.22460/eltin.v12i1
Teng, M. F. (2024). ‘ChatGPT is the companion, not enemies’: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Wang, C. (2025). Exploring Students’ Generative AI-Assisted Writing Processes: Perceptions and Experiences from Native and Nonnative English Speakers. Technology, Knowledge and Learning, 30(3), 1825–1846. https://doi.org/10.1007/s10758-024-09744-3
Widodo, B. S. (2021). Metode Penelitian Pendidikan: Pendekatan Sistematis dan Komprehensif. Eiga Media.
Wu, X.-Y. (2024). Exploring the effects of digital technology on deep learning: A meta-analysis. Education and Information Technologies, 29(1), 425–458. https://doi.org/10.1007/s10639-023-12307-1
Aljabr, F., Zakarneh, B., Annamalai, N., & Al Said, N. (2025). Integrating AI: Challenges and Opportunities in Teaching English Writing Skills. World Journal of English Language, 15(5), 371. https://doi.org/10.5430/wjel.v15n5p371
Barrett, A., & Pack, A. (2023). Not quite eye to A.I.: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1), 59. https://doi.org/10.1186/s41239-023-00427-0
Chen, C., & Gong, Y. (Frank). (2025). The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students. Education Sciences, 15(2), 141. https://doi.org/10.3390/educsci15020141
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design (Fourth edition). SAGE.
Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 55(6), 2503–2529. https://doi.org/10.1111/bjet.13460
Deep, P. D., & Chen, Y. (2025). The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education. Societies, 15(9), 247. https://doi.org/10.3390/soc15090247
Fitria, T. N. (2021). Grammarly as AI-powered English Writing Assistant: Students’ Alternative for Writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65. https://doi.org/10.31002/metathesis.v5i1.3519
Gao, T., Jin, J., Ke, Z. T., & Moryoussef, G. (2025). A Comparison of DeepSeek and Other LLMs (Version 3). arXiv. https://doi.org/10.48550/ARXIV.2502.03688
Gasaymeh, A.-M. M., Beirat, M. A., & Abu Qbeita, A. A. (2024). University Students’ Insights of Generative Artificial Intelligence (AI) Writing Tools. Education Sciences, 14(10), 1062. https://doi.org/10.3390/educsci14101062
Güner, H., & Er, E. (2025). AI in the classroom: Exploring students’ interaction with ChatGPT in programming learning. Education and Information Technologies, 30(9), 12681–12707. https://doi.org/10.1007/s10639-025-13337-7
Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. Research and Practice in Technology Enhanced Learning, 17(1), 23. https://doi.org/10.1186/s41039-022-00198-8
Jin, I., Tangsrivimol, J. A., Darzi, E., Hassan Virk, H. U., Wang, Z., Egger, J., Hacking, S., Glicksberg, B. S., Strauss, M., & Krittanawong, C. (2025). DeepSeek vs. ChatGPT: Prospects and challenges. Frontiers in Artificial Intelligence, 8, 1576992. https://doi.org/10.3389/frai.2025.1576992
Kaharuddin, Mardiana, Ahmad, D., & Sari, A. A. I. (2022). Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT). Journal of Language Teaching and Research, 13(1), 46–57. https://doi.org/10.17507/jltr.1301.06
Mali, Y. C. G., & Salsbury, T. L. (2021). Technology Integration in an Indonesian EFL Writing Classroom. TEFLIN Journal, 32(2), 243–266. https://doi.org/10.15639/http:/teflinjournal.v32i2/243-266
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring Artificial Intelligence in Academic Essay: Higher Education Student’s Perspective. International Journal of Educational Research Open, 5, 100296. https://doi.org/10.1016/j.ijedro.2023.100296
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Edition 3). Sage.
Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024). Human-AI collaboration patterns in AI-assisted academic writing. Studies in Higher Education, 49(5), 847–864. https://doi.org/10.1080/03075079.2024.2323593
Nurfidoh, S., & Kareviati, E. (2021). An Analysis of Students’ Difficulties in Writing Descriptive Texts. PROJECT (Professional Journal of English Education), 4(1), 16. https://doi.org/10.22460/project.v4i1.p16-22
Okaiyeto, S. A., Bai, J., Wang, J., S Mujumdar, A., & Xiao, H. (2024). Success of DeepSeek and potential benefits of free access to AI for global-scale use. International Journal of Agricultural and Biological Engineering, 17(6), 304–306. https://doi.org/10.25165/j.ijabe.20241706.9733
Pratama, R. M. D., & Hastuti, D. P. (2024). The use of artificial intelligence to improve EFL students’ writing skill. English Learning Innovation, 5(1), 13–25. https://doi.org/10.22219/englie.v5i1.30212
Ramadhani, O., Hamid, A. I. R., & sunarti. (2025). Students’ Perceptions Toward DeepSeek as a Supporting Tool in English Language Learning. 9(1), 32–42. https://doi.org/10.32502/ecj.v9i1.9912
Robillos, R. J., & Bustos, I. G. (2023). Unfolding the Potential of Technology-Enhanced Task-Based Language Teaching for Improving EFL Students’ Descriptive Writing Skill. International Journal of Instruction, 16(3), 951–970. https://doi.org/10.29333/iji.2023.16351a
Suryani, I., & Fithriani, R. (2024). Artificial Intelligence Tools in Writing Class: Students’ Preferences and Lecturers’ Perceptions. 12(1). https://doi.org/10.22460/eltin.v12i1
Teng, M. F. (2024). ‘ChatGPT is the companion, not enemies’: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Wang, C. (2025). Exploring Students’ Generative AI-Assisted Writing Processes: Perceptions and Experiences from Native and Nonnative English Speakers. Technology, Knowledge and Learning, 30(3), 1825–1846. https://doi.org/10.1007/s10758-024-09744-3
Widodo, B. S. (2021). Metode Penelitian Pendidikan: Pendekatan Sistematis dan Komprehensif. Eiga Media.
Wu, X.-Y. (2024). Exploring the effects of digital technology on deep learning: A meta-analysis. Education and Information Technologies, 29(1), 425–458. https://doi.org/10.1007/s10639-023-12307-1
Published
2026-08-22
How to Cite
Mellisa Dinda Permatasari, & Esti Kurniasih. (2026). EFL Secondary Students’ Experiences in Using DeepSeek AI in Writing Descriptive Texts. International Journal of Technology and Education Research, 4(03), 1172-1189. https://doi.org/10.63922/ijeter.v4i03.6167
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