Exploring EFL Students’ Procrastination in Writing Research Proposals and Their Coping Strategies in the AI Era

This study investigated the factors contributing to academic procrastination among EFL student teachers during research proposal writing and the coping strategies utilized in the context of artificial intelligence. This study employed a qualitative descriptive design involving eight EFL students from the English Education Department at UIN Ar-Raniry Banda Aceh who had completed their proposal seminar in 2026. Data collection was conducted through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed that EFL students’ academic procrastination during research proposal writing was influenced by both internal and external factors. Internal factors included cognitive and emotional barriers, such as difficulty understanding research concepts, lack of confidence, fear of making mistakes, feeling overwhelmed, perfectionism, and poor time management. External factors included competing academic responsibilities, such as coursework, PPL, and KPM, as well as social and environmental influences such as peer influence and environmental disruptions. To cope with procrastination, participants employed planning and self-regulation strategies, sought support from peers and supervisors, and used AI tools to understand research concepts, generate and organize ideas, improve academic writing, and reduce stress. However, participants also recognized the limitations of AI and emphasized the need to verify AI-generated information and avoid excessive reliance on AI. Overall, the findings suggest that effective self-regulation, social support, and responsible use of AI tools can help EFL students manage academic procrastination and maintain progress during research proposal writing.