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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching JOLLT Journal of Languages and Language Teaching
Ning Difani Wulan
Universitas Islam Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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CHILDREN’S EMPOWERMENT IN THE LITTLE PRINCE: A LITERARY ANALYSIS BASED ON ANSHORI’S FRAMEWORK Ning Difani Wulan; Adam Anshori
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13452

Abstract

Previous studies on Antoine de Saint Exupéry’s The Little Prince have predominantly focused on its symbolism and philosophical meanings, leaving the dimensions of children’s empowerment underexplored. Therefore, this study aims to examine how empowerment dimensions are depicted in The Little Prince, as the main character, through a multidimensional perspective. Employing a qualitative textual analysis design, this study adopts Anshori’s (2016) conceptualization of children’s empowerment focuses on the children’s thoughts, actions, and emotional experiences. The primary data source is the novella, focusing on narrative events and character interactions that illustrate empowerment. Within the literary analysis framework, the researcher served as the primary instrument. The findings show the character embodies existential empowerment beyond conventional child agency. The Little Prince demonstrates intellectual independence, responsibility, and emotional sensitivity, which collectively shape a multidimensional conception of empowerment. Furthermore, this study of children’s literature challenges the view that children are passive figures and highlights the text’s critique of adult rationalism and materialism. In doing so, it highlights the pedagogical significance of literary texts in fostering reflective, ethically grounded individuals.
Technology-Assisted Collaborative Writing: EFL Students’ Perceptions and Preferred AI Features for Literature Reviews Dwiansari Ramadhani; Roro Millatu Al Ghaniy; Ning Difani Wulan
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18974

Abstract

Despite technology-assisted and AI-based tools have been commonly used in supporting academic writing in English as a Foreign Language (EFL) context, particularly in collaborative learning environments, research on how EFL students perceive the use of integrated AI and collaborative platforms specifically in research-based writing, as well as which features they find most beneficial remain limited. This study fills in the gap by exploring EFL students’ perceptions of technology-assisted tools in collaborative literature review writing and to identify the AI-supported features they perceive as most helpful. Employing a descriptive qualitative design, data were collected through open-ended questionnaires administered to 33 students and follow-up semi-structured interviews with six selected participants. The findings revealed that students perceived technology-assisted tools positively as they enhanced efficiency, productivity, accessibility, collaboration, and their overall perspective on academic writing. Preferred AI features included information retrieval and research support, idea generation and content development, language improvement, and collaboration support. Despite these positive perceptions, students also expressed concerns regarding ethical issues, authorship, and over-reliance on AI. The findings suggest that technology-assisted collaborative tools help students improve their research writing by supporting the writing process, developing critical thinking skills, and teaching responsible technology use. To ensure the effective and ethical use of these tools, educational policies should include clear guidelines.
Co-Authors Adam Anshori Dwiansari Ramadhani Roro Millatu Al-Ghaniy