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All Journal Journal on English as a Foreign Language (JEFL) Prima Magistra: Jurnal Ilmiah Kependidikan
Concilianus Laos Mbato
Universitas Sanata Dharma, Yogyakarta, Indonesia
Languange, Linguistic, Communication & Media Other

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THE PERCEIVED IMPACTS OF GENERATIVE AI ON INDONESIAN EFL MASTER’S STUDENTS’ MOTIVATION IN ACADEMIC WRITING Edeltrudis Patrisia Soge; Concilianus Laos Mbato
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6120

Abstract

Academic writing has undeniably become essential in higher education for Master's students of EFL who must publish their work in reputable journals. Unfortunately, maintaining motivation, developing scientific writing, and other independent learning skills remain challenges for many students. The current study examined the role of Generative Artificial Intelligence (Gen AI) in motivating EFL Master's students to write for academic purposes. A mixed-method design with an explanatory sequential approach was employed, involving 34 Master's students at Sanata Dharma University, Yogyakarta. The quantitative data were collected first through a questionnaire and followed by qualitative data, which were collected through semi-structured interviews. The findings revealed that Gen AI tools have a generally positive role in motivating students (r = 0.774, p < 0.01). It is reported that Gen AI helps students improve their writing skills, develop ideas, select vocabulary, and enhance their productivity. On the other hand, students encountered several challenges using Gen AI, such as inaccurate feedback, issues with subscription payment, and an inauthentic voice in writing. The current research uniquely examines Indonesian EFL Master's students, revealing the substantial motivational impact of Gen AI and previously unreported barriers, thereby surpassing prior studies that have focused mainly on cognitive gains or undergraduate contexts.
Religious missionary life abroad and English-speaking motivation among Canossian Sisters: A phenomenological study Natalina Antónia dos Santos; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10805

Abstract

While there is considerable research on the motivation to learn and speak English among students and teachers, there is little research on the motivation to speak English among religious women living in another country. This study aimed to investigate the lived experiences of four Timorese Canossian Sisters, three of whom are currently living in the Philippines, and one lived there years ago. A phenomenological design was employed to capture the lived experiences of the participants and to understand how they navigated their new environment relating to language, culture, and mission. Data were collected through self-reflective narratives and focus group discussions, and were analysed thematically. The findings show that participants’ motivation to speak English evolved from obligation and compliance to intrinsic and integrative motivation, which in turn helped them overcome personal insecurities such as language anxiety and shyness. Community encouragement, cultural adaptation, religious missions, self-belief, and peer support contributed to this change. This research implies creating an environment that supports religious communities, identifies sensitive practices, and mediates social learning to increase learners’ speaking motivation in various cultural and faith-based contexts. It contributes to the literature on second language motivation in relation to religious life and transnationalism.
Investigating professional identity construction of EFL teachers in informal language institutions through the lens of critical incidents Rachelina Larasati; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9070

Abstract

The professional identity of English as a foreign language (EFL) teachers in formal education has been widely studied, but research in informal education remains limited. This study explores the context of critical incidents (CIs) identified by informal language institutions (ILIs) EFL teachers and how EFL teachers in ILIs negotiate and construct their professional identities using the critical incident technique (CIT). Ten EFL teachers from an informal English course in Yogyakarta, Indonesia, participated through questionnaires and in-depth interviews. Data analysis identified key themes in CIs affecting teachers' professional identity. Results show that within informal language institution, CIs for teachers occurred in the context of the teacher's professional development, students, and direct work environment. The positive CIs, such as student progression and collaborative support, significantly boosted teachers' confidence and teaching effectiveness, whereas negative CIs, such as absenteeism and perceived inequities, posed challenges to their professional growth. Despite its limitations, including small sample size and reliance on self-reported data, the study provides valuable insights into the unique challenges and opportunities of teaching in informal educational settings, offering directions for future research and practical implications for teacher development programs.
Religious missionary life abroad and English-speaking motivation among Canossian Sisters: A phenomenological study Natalina Antónia dos Santos; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10805

Abstract

While there is considerable research on the motivation to learn and speak English among students and teachers, there is little research on the motivation to speak English among religious women living in another country. This study aimed to investigate the lived experiences of four Timorese Canossian Sisters, three of whom are currently living in the Philippines, and one lived there years ago. A phenomenological design was employed to capture the lived experiences of the participants and to understand how they navigated their new environment relating to language, culture, and mission. Data were collected through self-reflective narratives and focus group discussions, and were analysed thematically. The findings show that participants’ motivation to speak English evolved from obligation and compliance to intrinsic and integrative motivation, which in turn helped them overcome personal insecurities such as language anxiety and shyness. Community encouragement, cultural adaptation, religious missions, self-belief, and peer support contributed to this change. This research implies creating an environment that supports religious communities, identifies sensitive practices, and mediates social learning to increase learners’ speaking motivation in various cultural and faith-based contexts. It contributes to the literature on second language motivation in relation to religious life and transnationalism.
Co-Authors Edeltrudis Patrisia Soge Natalina Antónia dos Santos Rachelina Larasati