English Learning Innovation

Integrating the Acehnese folklore and augmented reality to enhance EFL speaking

Nurjannah Nurjannah — 2026-01-02

This study investigated the effectiveness of integrating Acehnese folklore Amat Rahmanyang into an Augmented Reality (AR) based learning environment to enhance English as a foreign language (EFL) learners’ speaking skills. Despite growing evidence supporting AR in language learning, Indonesia has explored the pedagogical integration of culturally grounded content, particularly local folklore from underrepresented communities like Aceh. This mixed methods study involved 25 first-grade students at SMA IT Al-Uswah, Sigli, Indonesia. It employed a one-group quasi-experimental design, combining pre-test and post-test assessments with thematic analysis of student interviews. The intervention utilized an AR application featuring the Acehnese tale of Amat Rahmanyang, delivered through interactive 3D animations, audio narration, and visual storytelling tasks. Speaking performance was evaluated using a CEFR-based analytic rubric. Quantitative findings indicated a significant improvement in students’ speaking scores, with mean scores rising from 10.24 (A2 level) to 17.00 (B1 level), confirmed by a paired sample t-test (t = 15.89, p < 0.001). Qualitative data revealed increased learner confidence, enhanced cultural engagement, and greater awareness of pronunciation and vocabulary use. Students expressed that familiarity with the folklore made speaking tasks more meaningful and reduced anxiety. The study concludes that integrating culturally familiar stories within AR-enhanced instruction provides not only linguistic benefits but also emotional and cultural relevance, fostering a more engaging and effective learning environment.

Exploring the needs of TPACK-based learning activity types website analysis for the seventh graders

Pratiwi Amelia — 2026-01-02

This study investigates the requirements of seventh-grade students and English teachers in Bangka Belitung for a TPACK-based Learning Activity Types (LATs) website to enhance English language acquisition. The research utilised a concurrent triangulation mixed-methods approach to reconcile student learning preferences with available instructional materials. Data were gathered from 99 seventh-grade students using a needs analysis questionnaire and from four English teachers through semi-structured interviews at SMP Negeri 5 Pangkalpinang. Quantitative data demonstrate that whereas students exhibit robust basic communication abilities (93% accuracy in welcomes), substantial deficiencies are seen in morphosyntax and tense construction (55% accuracy). Students demonstrated a strong inclination for interactive, audiovisual learning (92%) on subjects including Family (85%) and Environment (82%). Qualitative findings from teacher interviews indicate a "Infrastructure Paradox": although there is complete computer access in schools, bureaucratic obstacles and insufficient teacher confidence hinder successful utilisation. Educators recognised an urgent requirement for a "ready-to-use," offline-capable toolbox to address these logistical challenges and conform to the Kurikulum Merdeka. The triangulated findings highlight the urgent need for a contextually relevant, mobile-responsive digital platform designed according to TPACK principles to enhance student engagement and assist instructors in addressing particular pedagogical and infrastructural challenges.

Speech act analysis of oral presentation of thesis abstracts by Undergraduate EFL thesis defence

Imanuel Kamlasi — 2026-01-03

Speech acts directly influence institutional power in high-stakes academic communication, such as thesis defence. This study explored the types and functions of speech acts in oral presentations during the EFL thesis defence in the setting of Indonesian higher education. It employed a qualitative descriptive approach and a pragmatic analysis framework to investigate the speech acts in the oral presentation using Searle’s (1969) framework. The participants were eight EFL undergraduates of Timor University. Data were collected through observation and recording. The findings showed that candidates strategically used assertive, directive, commissive, and expressive utterances to navigate academic defences. These acts establish epistemic authority, highlight the significance of research, provide recommendations, structure discourse, and emphasise the ceremonial aspect of defences. These results are useful for understanding academic discourse, speech act realisation, and pragmatic competence in EFL academic settings.

Reducing morphosyntactic errors of students’ English writing through AIpowered language learning tools

Fitri Rayani Siregar — 2025-12-30

Morphosyntactic errors persist as a challenge for English as a Foreign Language (EFL) students, particularly in academic writing purposes in the English Department of UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan or called also known as UIN SYAHADA Padangsidimpuan. The errors are including incorrect verb tense usage, subject–verb disagreement, and misapplication of word order, can significantly hinder clarity and communicative effectiveness. This study aims to investigate the effectiveness of AI-powered language learning tools in reducing morphosyntactic errors in English writing. The research applies a quasi-experimental design involving Indonesian university students enrolled in an advanced writing course of Semester VII. Participants in the experimental group received targeted feedback generated by AI tools integrated with morphosyntactic analysis, while the control group received conventional teacher feedback. Pre-test and post-test writing tasks were analysed using a morphosyntactic error taxonomy to measure improvement. Results indicate that AI-assisted feedback not only reduces the frequency of morphosyntactic errors but also develops students’ awareness of grammatical accuracy. The researcher got the findings, which suggest that integrating AI-powered tools into EFL writing instruction can serve as an effective supplement to traditional feedback methods, offering personalized, immediate, and consistent error correction. Implications for language pedagogy and further research are discussed.

Student satisfaction and intention to recommend a TESOL program in a Global South context: Evidence from Indonesian English language education students

Paulus Widiatmoko — 2026-01-03

As part of the Global South, Indonesia has long integrated TESOL program into its education to prepare English language teachers that are competent. Despite the huge number of TESOL programs currently offered by Indonesian universities, research on service quality evaluation models for pre-service English teacher education in Indonesia is still quite limited. For that reason, this study examines how perceived service quality shapes student satisfaction and intention to recommend an English Language Education program within a Global South TESOL context in Indonesia. The objectives of this are: (1) to assess the validity and reliability of the student service quality assessment model; (2) to evaluate the association between service quality factors and student satisfaction; and (3) to determine the connection between satisfaction and students' intention to endorse the English teacher education program. Using an exploratory sequential mixed-method design, the research first generated qualitative insights to construct context-appropriate indicators of students’ quality perceptions and to inform survey instrument development. The validated questionnaire was distributed to 92 Indonesian undergraduate students, and data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results demonstrated satisfactory validity, reliability, and model fit. Path analysis revealed significant positive effects of facility quality and interpersonal relationships on student satisfaction and their willingness to recommend the program. These findings highlight the importance of strengthening student experience in Indonesian English teacher education, offering empirical evidence relevant to quality enhancement efforts across Global South TESOL programs.

A systematic literature review on the challenges of conducting reading comprehension assessment in senior high school

Adi Cita — 2026-02-02

Mastering reading skills is really important to gain knowledge or to discover information from written text. In the classroom setting, the teacher needs to conduct an assessment to measure students' comprehension of reading. Assessment of reading comprehension includes methods and techniques intended to show how effectively students can read, understand, interpret, and analyze a variety of texts. The purpose of the study is to reveal the challenges faced by teachers in conducting reading comprehension assessments, both in online and face-to-face assessments. The research design of this study is a systematic literature review which applied PRISMA method. The sources of the data were taken from the articles published in journals that are indexed in SINTA. Several criteria of inclusion to the related topic of study are the relevant papers of reading assessment, papers published in 2020-2025, articles only without books or proceedings, and the content of the articles. Furthermore, the researchers analyzed the data using the cluster method, where the classification of the challenges is based on the principles in conducting assessment; validity, reliability, practicality, authenticity, and washback effect. As the result, many teachers design tests without aligning them with the course objectives. Construct validity is further undermined by unsuitable tests, which include activities that do not evaluate comprehension, unclear instructions, and an insufficient difficulty level. Reliability issues also arise due to weak item discrimination, inconsistent scoring rubrics, subjective teacher judgement, and environmental distractions that affect students’ performance. Practicality becomes another major concern as teachers face large class sizes, limited preparation time, administrative burdens, and difficulties in administering the score. Authenticity and the washback effect also contribute to assessment problems. Many reading tests failed to reflect real-world tasks or specific language used for vocational students. Teachers struggle to design authentic materials connected to students’ majors, reducing the meaningfulness of the assessment tasks. Negative washback effect occurs when outdated test formats provide little support for comprehension and skill improvement, demotivate learners, and limit opportunities for personalized feedback, especially in online classes. However, this study provided a brief view for the test makers to avoid the same challenges in developing the similar assessment.

Multimodal scaffolding in enhancing EFL writing: Integrating TikTok videos and text outlines

Afrillia Anggreni — 2026-02-23

The rapid growth of digital media in education has placed TikTok as a potential multimodal platform to support writing instruction. This study examined the integration of TikTok videos with narrative text outlines in enhancing EFL students’ writing skills and their perception of this instructional framework. A pre-experimental design involving a one-group pre-test, post-test, and a descriptive survey was employed, involving 32 students of the English Education Program who programmed a Text Type Writing Course. Writing narrative tests and a Likert scale questionnaire were the instruments of this research. The test data were analysed using the non-parametric Wilcoxon, and questionnaire data using descriptive statistical analysis. The statistical results showed that the mean score of the post-test (77.29) was higher than the pre-test (45.22). A Wilcoxon Signed-Rank Test further demonstrated a statistically significant increase in students’ writing skill, which an Asymp. Sig. (2-tailed) is less than the 0.05 significance level, confirming the effectiveness of the instructional intervention. These were also reinforced by survey findings that the instruction framework enabled the students to generate and organise their ideas grammatically, chronologically, and also stimulated their creativity in composing narrative texts. In addition, the survey also revealed that the students experienced positive emotions, increased motivation, and gained meaningful learning experiences. Overall, this pedagogical integration enhanced writing achievement, affective engagement, and simultaneously elevated students’ digital literacy and 21st century skills. This study contributes to a practical and innovative framework for English as a foreign language (EFL) writing pedagogy and develops a theoretical perspective on multimodal literacy.

A discourse analysis of cohesive devices in human and AI-produced personal statements

Haidir Algi Gaffar Faridha — 2026-02-04

This research paper investigates the significant differences and similarities in cohesion devices between personal statements created by AI and those written by humans for Masters of TESOL applications. Using qualitative methods, this study applies Halliday and Hasan's Cohesion Model to analyse six personal statements: three created by AI and three created by humans. The focus is on reference, substitution, conjunction, and lexical cohesion. The findings revealed that the human-generated texts used richer and more varied cohesion devices, including personal and demonstrative references, substitutions, and diverse conjunctions, which enhanced readability and engagement. In contrast, while efficient and coherent, AI-generated texts often lack personal touch and variety, resulting in a more segmented narrative. In addition, AI-generated texts exhibited a higher level of text difficulty and could be detected by AI tools at a rate of 8.05%, compared to 0% for texts written by humans. This study highlights the need for balanced, cohesive elements in AI-generated texts to ensure authenticity and readability, emphasizing the importance of sophisticated detection tools to distinguish between human writing and AI writing. These insights contribute to the EAP understanding of human–AI collaboration in academic writing and inform writing pedagogy and curriculum design by highlighting ways to incorporate AI awareness and critical engagement into instructional practices.

From awareness to adoption: English teachers’ artificial intelligence acceptance in junior high schools

Faisal Faisal — 2026-02-23

This study investigates the level of artificial intelligence acceptance (AIA) among 35 English teachers from junior high schools in a regency in Central Java Indonesia. Using a descriptive quantitative design, data were collected through a closed-ended questionnaire, which measured six indicators: perceived usefulness, perceived ease of use, self-efficacy, anxiety, attitude toward use, and behavioral intention. The results revealed a high overall level of AIA, with a mean score of 3.86. The highest mean scores were observed in perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention, suggesting that teachers recognize the relevance and benefits of artificial intelligence in supporting instructional activities. Conversely, self-efficacy and anxiety were at moderate levels, indicating a critical gap: while teachers accept AI, they still experience limited confidence and psychological barriers to independent adoption. This study contributes to the field by providing a baseline descriptive analysis of the readiness of in-service English teachers. It confirms the centrality of perceived usefulness but also underscores that self-efficacy and anxiety function as critical limiting factors in implementation readiness. The findings highlight the need for targeted professional development and institutional support that emphasizes hands-on training to strengthen competence and reduce anxiety.

Comparing teachers’ grit in teaching four English skills in Islamic high schools

Zulfah Fakhruddin — 2026-02-05

This study aims to describe and to compare teachers’ grit level in teaching four English skills (listening, speaking, reading, and writing skills) within Islamic high schools in Parepare, South Sulawesi, Indonesia. Using a quantitative survey design, data were collected from 24 English teachers through a questionnaire adapted from Duckworth and Quinn's Scale, which measured two dimensions of grit (perseverance of effort and consistency of interest) The data analyzed descriptively and inferentially using the Friedman test to determine differences among the four skills. Findings revealed that teachers generally demonstrated a high level of grit in teaching all English skills. However, significant differences were observed among the skills, with reading showing the highest level of grit, followed by writing, speaking, reading, and listening. Listening showed the most uniform grit distribution, while writing revealed the widest variability. These differences indicate that the instructional and emotional demands of each skills affect teachers' perseverance and consistency in teaching. The study concludes that grit plays a vital role in sustaining teachers' motivation and resilience across diverse teaching contexts. The Implication suggest the need for targeted professional development programs to enhance teachers' grit, particularly in teaching productive skills by fostering adaptive instructional strategies, emotional resilience, and pedagogical self-efficacy to ensure effective English language instruction and improved students' outcome.

EFL students’ use of AI as collaborative learning tools: Practices and perspectives

Sefti Novalia Putri — 2026-02-26

Artificial intelligence is becoming widely used by students in their learning. However, limited research has examined how Indonesian EFL students perceive and use AI as collaborative partners in their academic tasks. This study investigated students’ digital mindsets, practices, and reflections on the pedagogical and ethical dimensions of AI use. It was conducted in four universities in Bengkulu, Indonesia, with 160 student participants enrolled in EFL programs. A mixed-methods design was employed by combining survey data with semi-structured interviews, which allowed the study to capture both the breadth of students’ digital engagement and the depth of their individual experiences. Descriptive statistics and thematic analysis were applied to examine the quantitative and qualitative data sets, enabling triangulation of findings. The results reveal moderately positive digital mindsets, as reflected in the mean scores indicating openness and perceived usefulness of AI tools for idea generation, text drafting, and linguistic enhancement. Qualitative data revealed that students viewed AI as a supportive partner that develops creativity, peer-like feedback, and collaborative problem-solving. At the same time, concerns about accuracy, ethical responsibility, and dependency highlighted the need for careful and responsible integration. AI tools function not only as supplementary aids but as collaborative agents that mediate cognitive and social dimensions of learning. The findings extend current discussions in the Technology Acceptance Model, socio-cultural theory, and self-regulated learning by demonstrating that AI can enhance individual reasoning and facilitate students' learning more effectively.

Beyond uniformity: Enhancing students’ writing performance through differentiated instructions integrated with gallery photos

Siti Mafulah — 2026-02-26

In teaching Writing, usually teachers give the same instructions to all students, that caused the students’ low motivation and generic written output. Therefore, this study aims to explore the implementation of integration between differentiated Instructions (DI) and gallery photos (GP) on students' writing performance. Mixed methods used in this study with descriptive qualitative was used to find out how the implementation of integrated DI and GP as well as the teacher’s reflection, while to find out the effect on students’ writing, experimental design was used. This study was conducted in SMPN 1 Dampit, Indonesia, with 64 students of Eighth-grade students focused on recount text. The instruments used were tests, observation, interview, and the teacher’s journal reflection. Observation was done to find out how the implementation of the integration of DI and GP, and an interview was conducted with six students from different readiness groups. Besides, to see the significant effect of DI and GP on students’ writing performance, a t-test was calculated. The findings show that the integration of DI and GP effectively improve students’ writing performance and raise students’ engagement in the writing process. These findings can be applied to diverse students in a class that needs special treatment for each student without ignoring their proficiency levels, interests, and learning styles. It is suggested to future researchers to explore the effectiveness of this treatment to know further the effect of the integration of DI and Gallery Photo on different levels of the students.

Pronunciation instruction in digital EFL programs at Indonesian university: Pedagogical challenges and opportunities

Yuliyanto Sabat — 2026-02-27

The use of digital technology has significantly transformed traditional pedagogical practice for pronunciation instruction. Numerous studies have explored the positive and negative impact of digital tools in pronunciation instruction, yet only a limited number of studies emphasize the pedagogical challenges and opportunities of digital devices in pronunciation instruction, particularly within Indonesian higher education level. To fill this gap, this qualitative study investigates the pedagogical challenges and opportunities of pronunciation instruction in digital EFL programs at Indonesian university. Data collection was conducted through semi-structured interviews and class observations involving 29 participants, including 2 EFL lecturers and 27 university students. Findings reveal that while digital platforms such as mobile apps, websites, YouTube, LMS, and AI-powered platforms facilitate increased learner autonomy and provide authentic pronunciation models, barriers persist in the form of limited digital literacy among lecturers, inadequate institutional support, and infrastructural constraints. Despite these challenges, lecturers and students generally hold positive attitudes toward technology integration, recognizing its potential to enhance the process of pronunciation teaching and learning. The study underscores the need for targeted professional development and greater institutional investment to fully leverage digital technologies in pronunciation instruction. Implications for policy and pedagogy in similar developing contexts are discussed.

From learners to creators: Empowering English education through AI-generated digital storytelling

Pipit Novita — 2026-02-28

The integration of artificial intelligence (AI) has transformed education by offering new possibilities for personalised, creative, and technology-enhanced learning. In English language education, AI opens opportunities to reimagine learning approaches and materials, enabling more diverse, interactive, and student-centred experiences. While AI integration often focuses on supporting learning tasks, less attention has been paid to empowering students as creators of learning materials. This paper reports a qualitative study exploring university students’ experiences of creating English storybooks enhanced with AI-generated illustrations for primary learners. Forty-five pre-service teachers created original narratives, embedded moral values, adapted language for young readers, and designed visuals using AI tools, supported by teacher feedback. The completed storybooks were then presented in real classroom settings. Data from structured reflection reports were analysed using thematic analysis. The findings reveal hybrid creativity through human–AI collaboration and pedagogical agency, as participants critically evaluated and adapted AI outputs to meet pedagogical goals and learner needs. These findings challenge views of AI as merely an efficiency tool, demonstrating that, within a carefully designed pedagogical project, AI can support a shift in pre-service teachers’ roles from learners to creators through human-led decision-making. The study highlights the importance of student-led content creation supported by AI and guided by ethical and pedagogical responsibility, with human judgment remaining central in English language education.

The PBL materials integrated with critical thinking skills in improving EFL learners’ reading comprehension and linguistic awareness

Ketut Anom Pujayanti — 2026-02-28

This study investigates the effectiveness of problem-based learning (PBL) materials integrated with critical thinking skills in enhancing English as a Foreign Language (EFL) learners’ reading comprehension and linguistic awareness. Employing a mixed-method concurrent embedded design, the research involved 75 senior high school students in Central Lombok, Indonesia, divided into experimental and control groups. The experimental group received PBL-based instruction, while the control group was taught using non PBL instruction. Quantitative data were collected through pre- and post-tests on reading comprehension and linguistic awareness, complemented by a critical thinking assessment. Qualitative data were obtained from learner interviews to capture perceptions and experiences. The results revealed that the experimental group demonstrated significant improvements in both reading comprehension and linguistic awareness compared to the control group. Statistical analyses, including t-tests and ANOVA, confirmed the positive impact of integrating PBL with critical thinking, with reading comprehension showing greater gains than linguistic awareness. Qualitative findings further highlighted that students valued the collaborative, problem-solving nature of PBL, which fostered deeper engagement with texts and encouraged reflection. However, while improvements in critical thinking were evident, they were relatively modest, suggesting the need for explicit scaffolding of higher-order reasoning within the PBL framework. The findings confirm that PBL integrated with critical thinking constitutes an effective instructional model for promoting EFL learners’ linguistic and cognitive development, offering valuable implications for teachers, curriculum designers, and policymakers seeking to foster meaningful, student-centered language learning.

Podcast-based instruction with Banggai culture: Enhancing EFL students’ communicative grammar

Sukma Widya Sasmi Sabbu — 2026-02-28

Grammar instruction in EFL contexts has often been criticized for being overly structural and disconnected from authentic communication, leaving students with difficulties in applying grammar during speaking. To address this issue, this study aimed to enhance EFL students’ communicative grammar competence through podcast-based instruction integrated with Banggai cultural narratives. The research employed an Educational Design Research (EDR) framework using a mixed-method sequential explanatory design, conducted with second-semester students of the English Language and Culture Study Program at Universitas Tompotika Luwuk. Data were collected from 41 students through test, questionnaires, interviews, and observation, then analyzed using descriptive statistics (SPSS 25) and thematic coding (NVivo 10). The findings revealed significant improvement in students’ grammar performance, with mean scores rising from 54.41 in the pre-test to 80.24 in the post-test. The questionnaire results further indicated that the majority of students strongly agreed or agreed that podcasts made grammar learning clearer, increased their confidence in speaking, and fostered a greater appreciation of Banggai culture. Thematic analysis of interviews confirmed these perceptions, highlighting motivation, engagement, and cultural relevance as key factors in learning success. This study concludes that integrating local culture into podcast-based instruction offers both pedagogical and cultural benefits, making grammar learning more meaningful, communicative, and contextually grounded. The model not only improves linguistic competence but also promotes cultural awareness, offering a sustainable and innovative direction for EFL grammar instruction in culturally diverse contexts.

The role of peer tutoring and authentic assessment in developing junior high school students’ English-speaking skills

Fairus Sintawati — 2026-02-28

The primary issue in this study is junior high school students’ low English-speaking skills, which are brought on by a lack of vocabulary, communication anxiety, and conventional teacher-centered learning methods that only concentrate on grammar. This study investigated into how students' speaking skills was influenced by combining peer tutoring and authentic assessment techniques. In order to get a comprehensive picture of effectiveness, a mixed method was employed, which blends qualitative and quantitative methodologies using correlational study. As many of 178 students of seventh graders of Junior High School in Serang District as the research population with sample of 69 students (grades VII-A and VII-C) was chosen by simple random sampling. A Questionnaires, interviews, observations, and speaking performance evaluation rubrics with both linguistic and non-linguistic components were used as data gathering tools. The research results show that the integration of peer tutoring and authentic assessment has a positive and significant effect on students' speaking skills (F-count= 35.953; Sig.<0.05) with an R Square value of 0.521 or 52.1%. The implications of this research provide pedagogical alternatives for teachers to create participatory, communicative, and student-centered learning to prepare practical competencies in the real world.

Repositioning AI in ELT: Supporting teachers in transforming English language evaluation

Fitria Lapele — 2026-02-28

The rapid advancement of artificial intelligence (AI) has significantly transformed pedagogical and evaluative practices in higher education, yet its role in English language evaluation remains relatively underexplored. Previous studies predominantly examine general classroom applications or student perspectives, providing limited insight into how English teachers employ AI within evaluation practices. This study addresses this gap by investigating teachers’ perceptions of AI as a teaching assistant in English language evaluation. Employing a qualitative design, data were gathered through semi-structured interviews with seven English teachers, which were then analyzed thematically. The findings reveal four interrelated dimensions of AI-supported evaluation: (1) efficiency in evaluation design, (2) empowerment in formative and reflective practices, (3) ethical and valid use of AI, and (4) institutional readiness for sustainable integration. The study contributes new empirical evidence by showing how teachers actively negotiate the pedagogical, ethical, and policy-related challenges of integrating AI, an aspect often overlooked in earlier research. These insights highlight that AI functions most effectively as a collaborative partner that augments, rather than replaces, human evaluative judgment. The study offers both theoretical implications for AI-mediated evaluation literature and practical guidance for institutions seeking responsible and sustainable AI integration.

New soft masculinity discourse in era digital: A critical analysis of Zayn Malik’s Instagram posts

Jessica Debora Tibefrilia — 2026-02-28

This research explores how soft masculinity is portrayed in seven Instagram posts by Zayn Malik from 2024 to 2025, using Norman Fairclough's three-dimensional Critical Discourse Analysis (CDA) model. The analysis occurred between April and October 2025. Employing a qualitative method, the study used Critical Discourse Analysis (CDA) grounded in Fairclough's model. Data gathering involved recording posts, encompassing images, text, and user engagements. Analytical methods encompassed textual and multimodal scrutiny across micro, meso, and macro scales, along with an assessment of discursive and broader social practices. Findings reveal that Zayn primarily embodies soft masculinity through casual and personal visual stances, affectionate and exposed facial cues, and language conveying appreciation, emotional honesty, modesty, and interpersonal compassion. These traits blend with lingering traditional masculine symbols (such as leather jackets, tattoos, and beards), resulting in a blended yet clearly soft form of masculinity that opposes dominant norms of control, emotional restraint, and detachment. The study argues that Zayn Malik's recent Instagram content represents a sincere challenge to traditional masculine ideals, rather than superficial or profit-oriented weakness, thus enriching modern perspectives on inclusive masculinity within online celebrity spheres.

Islam and Professional Identity; Exploring the Influence of Religion in Shaping the English Teacher Professional Identities in Indonesia and Thailand

Zulfi Zumala Dwi Andriani — 2026-02-28

This study explores the influence of Islamic values on the professional identity of muslim english teachers in indonesia and thailand. while existing literature on teacher identity often emphasizes gender, race, and christian contexts, the role of islam remains underexamined. employing a narrative inquiry approach, this research draws on in-depth interviews and classroom observations of two english teachers—one from a pesantren in Indonesia and another from an islamic private school in southern Thailand. Thematic analysis reveals three key dimensions through which islam shapes teacher identity: as a motivational force in choosing the profession, as integrated content within english teaching materials, and as a guiding framework for upholding students’ religious values. The findings suggest that religious identity significantly informs pedagogical practices and teacher-student interactions. However, the prioritization of moral and religious instruction may at times overshadow the development of students’ English language proficiency. The study recommends that school stakeholders critically evaluate curriculum design to ensure a balanced integration of religious values and language competency.

Subtitling cultural-specific items (CSIs): Strategies and quality in Induk Gajah

Alfi Rianis Tsani — 2026-02-28

In the era of globalization, films served as influential audiovisual media for representing cultural values. However, subtitling Cultural-Specific Items (CSIs) presents linguistic and cultural challenges that affect meaning accuracy and audience acceptability. This study examined how CSIs are represented in the English subtitles of the Indonesian series Induk Gajah, with the aims of classifying the types of CSIs, identifying the subtitling strategies used, and assessing subtitle quality. A descriptive qualitative design with content analysis was employed, drawing on Newmark’s (2010) CSI categories, Pedersen’s (2011) subtitling strategies, and Pedersen’s (2017) FAR model. The analysis identified 149 CSIs across six categories, with personal life (67) and social life (50) being the most frequent, particularly kinship terms, food references, and social expressions rooted in Batak culture. Substitution was the most common strategy (66), followed by retention (25), direct translation (18), omission (17), generalization (14), and specification (9). The findings suggest a dominance of target-language-oriented strategies, prioritizing audience comprehension. Regarding quality, 85 subtitles showed no penalties, while 57 revealed issues with functional equivalence, particularly in culturally dense expressions.

Exploring speech acts in Instagram reels: An implication for English language learning

Nur Swarnadani — 2026-02-28

Social media has increasingly become an informal platform for English learning, with Instagram Reels emerging as an engaging medium for short-form educational content. While previous studies have focused on linguistic outcomes such as vocabulary and speaking skills, the pragmatic dimension of learning through short videos remains underexplored. This study aims to classify the types of speech acts used in educational Instagram Reels created by @englishwithlucy and explain how these acts contribute to English learning in digital contexts. This research employed a qualitative descriptive design, with fifteen Reels uploaded between January and May 2025 selected through purposive sampling. A total of 170 instructional utterances were transcribed and analyzed using Searle’s (1976) Speech Act Theory. Data were examined through content-based pragmatic coding and frequency calculation, followed by category validation to ensure coding consistency. The findings show that assertive acts (58.82%) are the most frequently used, followed by directive acts (35.29%), while expressive and commissive acts occur minimally, and declarative acts are absent. These results suggest that the videos emphasize explanation and interactive guidance to support micro-learning and develop communicative competence. The study provides implications for teachers and content creators in designing concise and engaging English learning materials on digital platforms.

Subtitling strategies in audiovisual translation: A case study of Cultural-Specific Items in Ngeri-Ngeri Sedap

Alfi Rianis Tsani — 2026-02-28

Audiovisual translation (AVT) plays a crucial role in addressing the challenges of translating Cultural-Specific Items (CSIs) within film subtitles. This study, therefore, aims to analyse the translation procedures employed to render CSIs in the Indonesian film Ngeri-Ngeri Sedap. Using a qualitative descriptive approach, 150 CSIs were extracted from the film’s Indonesian-English subtitles. Each item was analysed using Vinay and Darbelnet’s (1995) classification of translation procedures and evaluated through Pedersen’s (2017) FAR model to assess subtitle quality in terms of functional equivalence, acceptability, and readability. The results show that seven procedures were applied: equivalence, borrowing, transposition, adaptation, calque, modulation, and literal translation. Equivalence was the most dominant strategy, reflecting the subtitler’s effort to convey culturally embedded meanings in a manner that remains accessible to global audiences. Borrowing frequently occurred when referring to Batak culture-specific expressions that had no direct English equivalents, helping to preserve authenticity despite potential reductions in acceptability. Transposition and adaptation supported grammatical clarity and functional meaning, while calque, modulation, and literal translation appeared infrequently due to their tendency to affect naturalness and readability. The study offers practical insights into how translation procedures affect subtitle quality and highlights the importance of culturally informed decision-making in AVT. The results contribute to a deeper understanding of subtitling strategies in Indonesian regional cinema and provide a foundation for further research on cultural mediation in multilingual audiovisual contexts.

Merdeka curriculum and English language learning: A qualitative exploration in a secondary school

Nurlaily Nurlaily — 2026-02-28

This study explores the implementation of the merdeka curriculum in English language teaching at a senior high school in Batam, with particular attention to teaching strategies, classroom management practices, and challenges experienced by both teachers and students. Employing a descriptive qualitative research design, data were collected through classroom observations and semi-structured interviews involving two English teachers and three students who actively participated in the learning process under the merdeka curriculum framework. The data were analyzed using thematic analysis to identify recurring patterns and key themes. The findings reveal that teachers employed various student-centered strategies, including language games, group discussions, presentations, and the integration of digital tools such as Kahoot and Liveworksheet to enhance student engagement. However, the effectiveness of these strategies was constrained by several factors, including diverse student proficiency levels, limited access to digital devices, unstable internet connectivity, and students’ insufficient readiness for independent learning. Classroom management also emerged as a challenge, particularly in maintaining student focus during group activities and ensuring smooth transitions between learning tasks. The study concludes that while the merdeka curriculum provides flexibility and opportunities for innovative teaching practices, its successful implementation depends on adequate teacher training, strong institutional support, and sufficient technological infrastructure. The findings imply that schools should strengthen professional development programs focusing on differentiated instruction and independent learning skills to optimize the effectiveness of the merdeka curriculum in English language learning contexts.

AI Chatbots in ELT: A systematic review of pedagogical use and challenges in higher education

Eva Fachriyah — 2026-02-28

The advancement of artificial intelligence (AI) technology has significantly impacted the field of education, particularly in English Language Teaching (ELT) at the higher education level. One prominent innovation is the use of AI-based chatbots as interactive learning partners. This study aims to systematically examine the pedagogical roles, potentials, and implementation challenges of AI chatbots in the context of ELT in Indonesian higher education institutions. Employing a Systematic Literature Review (SLR) approach, this study analyzes 56 articles published in nationally indexed journals (SINTA 1 to 6) between 2020 and 2025. The analysis is grounded in the Technological Pedagogical Content Knowledge (TPACK) and Second Language Acquisition (SLA) frameworks, focusing on three main domains of challenges: technical, pedagogical, and affective. Findings indicate that AI chatbots such as ChatGPT, ELSA Speak, and Gemini play pivotal roles as writing assistants, intelligent tutors, and automated evaluation tools in English language instruction. The use of chatbots has been shown to improve students' writing and speaking skills, support autonomous learning, and enhance motivation and engagement. However, implementation still faces significant challenges, including infrastructure limitations, low digital literacy among instructors, risks of plagiarism, and cultural resistance to technology. The study recommends continuous technical and pedagogical training, strategic integration of AI into the curriculum, and the development of ethical and regulatory policies to ensure the effective and responsible use of AI in higher education.

Comparing lecturer and AI-based assessment in EFL academic writing: Hybrid framework implications

Aqzhariady Khartha — 2026-02-28

Effective assessment of EFL academic writing in Indonesian universities is still difficult because lecturers have heavy workloads and provide inconsistent feedback. While AI tools like Grammarly, ChatGPT, and Gemini promise to improve efficiency, most research focuses on single platforms or Western contexts. This leaves a significant gap in understanding how different AI systems compare with human assessment across various writing aspects in Indonesia's specific EFL environment. This mixed methods study addresses this gap by comparing lecturer assessments with three AI platforms in five writing areas: grammar, coherence, organization, vocabulary, and mechanics. It also explores stakeholder perceptions. A quantitative analysis of 30 students' essays showed that AI consistently gave higher scores in technical aspects, such as grammar and mechanics (p<0.05), but lower scores in holistic dimensions like coherence and organization. There were strong correlations in grammar (r=0.85) and weak correlations in coherence (r=0.38). Qualitative findings revealed that 70.0% of participants felt lecturer assessments were fairer because of their understanding of cultural context. Although AI showed efficiency, it lacked sensitivity to Indonesian rhetorical norms. The study suggests a culturally responsive hybrid assessment model where AI handles initial technical screening, and lecturers focus on contextual evaluation. This approach balances AI's efficiency, which could reduce workloads by 60%, with human expertise in culturally relevant feedback, providing a practical framework for Indonesian EFL institutions undergoing digital transformation while maintaining educational integrity.

Project-Based Learning (PjBL) in teaching writing and presentation skills: An analysis within the Kurikulum Merdeka

Hoirul Ummah — 2026-02-28

Project-Based Learning (PjBL) has gained growing recognition as an effective approach in language teaching and learning. However, its application in developing students’ writing and presentation skills remains underexplored, particularly within the implementation of Kurikulum Merdeka in Indonesia, which emphasizes 21st-century skills. This research aims to explore the stages in implementing PjBL to teach writing and presentation skills in K-12 learners in Indonesia. This study employed a qualitative descriptive design. The participant of this research is an English teacher who actively implemented PjBL in the classroom. In collecting data, researchers used observation, in-depth interviews, and document review, including lesson plans, modules, and syllabi. Then, the data were analyzed using thematic analysis to clarify detailed information, and the technique of triangulation was employed as a means of ensuring the trustworthiness of the data. The findings revealed three primary stages of PjBL implementation in teaching writing and presentation skills: planning, implementation, and reporting stages. Planning stages include determining the project topic, conducting preliminary activities, formulating key questions, drafting project plans, and creating a project timeline. Then, the implementation stages included finishing the project. Lastly, the reporting stages were completed, which included assessing the project’s results and evaluating its progress. These findings highlight how PjBL can be systematically structured to address practical challenges in teaching writing and presentation skills, while supporting the broader objective of Kurikulum Merdeka.