Exploration of The Role of Meta-AI-Based Learning Media in Students’ Writing Skills in Phase F

Abstract

This study explores the use of Meta AI in writing instruction, students’ experiences of its assistance, and implementation barriers in a Phase F EFL classroom. A qualitative case study was conducted in 2026 at Baiturrahman Mahmudi Bebuaq Islamic High School in Central Lombok, Indonesia, involving one English teacher and 20 Grade XII students. Data were collected through non-participant classroom observation, semi-structured interviews with the teacher and a purposively selected subset of students, and documentation of writing activities. Analysis involved data condensation, data display, and conclusion drawing, with thematic analysis used to identify patterns across sources. The classroom account indicates that Meta AI supported idea generation, vocabulary exploration, grammar checking, sentence construction, and revision. Teacher guidance emphasized preparing independent drafts and evaluating AI suggestions before incorporating them into students’ writing. Students described the assistance as helpful and reported greater confidence, while also expressing concerns about originality and dependence. Implementation barriers included unstable internet connectivity, limited device access, difficulties formulating relevant prompts, and acceptance of suggestions without sufficient understanding. These findings provide a contextual account of reported and observed writing practices rather than evidence of measured improvement in writing competence. The study highlights teacher guidance, critical evaluation, and access conditions as important considerations when integrating conversational AI into secondary school writing instruction