http://psppjournals.org/index.php/jerp <p><strong>Journal of Education Review Provision ISSN 2776-1304 (print) 2776-1312 (online)</strong> is an open access and peer reviewed journal includes all education research in all aspect primary education research, primary school curriculum, Education in primary school, University systems, Educational technology, prospective primary school teacher, Teacher education, Biology education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Department of Education, Developmental Education, Language education, Learning community, Life skills Education, E learning.<br /><br /></p> <p> </p> Pusat Studi Pembangunan dan Pemberdayaan en-US Journal of Education Review Provision 2776-1304 <div class="page"> <div class="page"> <p><strong>Journal of Education Review Provision</strong> operates under articles of this journal licensed under a <a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by/4.0.</a> This allows for the reproduction of articles, free of submissions charge, with the appropriate citation information. All authors publishing with the <strong>Journal of Education Review Provision</strong> accept these as the terms of publication. </p> <p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p> </div> </div> http://psppjournals.org/index.php/jerp/article/view/924 <div><em><span lang="EN-US">The rapid advancement of technology has transformed higher education, particularly in the domain of English academic writing, which requires complex cognitive, linguistic, and organizational skills. This study investigates the effectiveness of Artificial Intelligence (AI) tools in enhancing university students’ academic writing performance, cognitive engagement, and learner autonomy. Using a quantitative one-group pretest–posttest design, 20 students participated in an AI-assisted writing intervention incorporating grammar checkers, paraphrasing aids, vocabulary enhancers, and automated feedback. Descriptive and non-parametric analyses, including the Wilcoxon Signed-Rank Test, were conducted to evaluate changes in writing performance, while students’ perceptions were collected via questionnaires. The findings indicate significant improvements in accuracy, coherence, and overall writing quality, with reduced performance gaps among students. Learners reported positive experiences, emphasizing increased confidence, motivation, and autonomy in the writing process. Despite methodological limitations, the results highlight the pedagogical and cognitive benefits of AI integration, suggesting that AI tools can function as effective scaffolds for complex writing tasks. Implications for curriculum design and future research on long-term and diverse applications are also discussed.</span></em></div> Sofia Dwi Sanzain Ilham Ilham Rima Rahmaniah Copyright (c) 2026 Journal of Education Review Provision https://creativecommons.org/licenses/by-sa/4.0/ 2026-05-08 2026-05-08 6 1 1 13 10.55885/jerp.v6i1.924