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All Journal PROJECT (Professional Journal of English Education) JEELS (Journal of English Education and Linguistics Studies) Metathesis: Journal of English Language, Literature, and Teaching English Review: Journal of English Education
Yuliati
Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media

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FROM DIGITAL PROFICIENCY TO COMMUNICATIVE CONFIDENCE: THE MEDIATING ROLE OF ATTITUDES IN AI-ASSISTED LANGUAGE LEARNING Lalita Vistari; Issy Yuliasri; Yuliati
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.126

Abstract

Artificial Intelligence (AI) is an influential factor in improving the speaking and communication skills of students in language learning. And yet, there is a knowledge gap in relation to students’ self-reported readiness levels for communication vis-à-vis their prediction on preparedness for AI-assisted digital learning, alongside their technological literacy and attitudes towards AI. The present study uses TAM for the context of digital learning and adopts a quantitative approach with a correlation research design using SEM. The subjects of the study were English education students in Indonesia, and several aspects, such as Technology readiness, Attitudes towards AI, & Communicative readiness, were measured using a structured questionnaire. The results highlighted the statistically significant direct and indirect links of technology readiness with positive AI attitudes, as well as communicative readiness. The standardized path estimates showed that students with high technical skills and strong attitudes towards the AI tool reported more communication-enhanced confidence. AI communication tools can contribute to the development of students’ communicative competence, but they are not simply a reflection of some specific purpose without emotional and cognitive engagement between learners and AI products. This research offers novelty by integrating TAM and TRI to test the mediation of attitudes towards AI on the communicative readiness of English language education students in Indonesia, filling an empirical gap in developing countries. State of the art highlights AI development, such as chatbots in Southeast Asia, but there is little exploration of the emotional roles and local infrastructure, which is completed by this validated SEM model. Yet, this study suggests that attention to students’ perceptions and readiness, including how they perceive ICT in their social networks and are ready for using ICT for learning, is a key factor to enhance digital learning environments. This study adds to this work by showing AI-enhanced technology can productively augment communicative competence when students are well-prepared and motivated.
Exploring the Use of Integrating Quora Social Media and Canva: A Sequential Explanatory Study in Secondary School Dewi Sukmawati; Yuliati; Rahayu Puji Haryanti
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 1 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i1.2870

Abstract

The integration of ICT has positive effects on current education in secondary schools, especially in teaching Analytical Exposition text writing by using Quora social media and Canva applications. The objectives of this study were to examine students' Analytical Exposition text writing performance and to determine the students’ perceptions of the integration of the applications. A survey questionnaire was collected to gain in-depth information about the integration of applications. By using a sequential explanatory mixed-methods design, the data were collected both quantitative and qualitative. The sample was 36 students of eleventh graders of social programs which was divided into the experimental and control groups. The data collection included giving a pretest and a posttest, followed by a survey questionnaire. The findings indicated that participants in the experimental group achieved a statistically significantly higher score in the writing posttest (70), p < .000 compared to the control group. The questionnaire were obtained applying the Unified Theory of Acceptance and Use of Technology (UTAUT) to assess students’ views on technology use: performance expectations, effort expectations, social influences, and facilitating conditions. The results revealed that the integration applications have positively effects on performance expectations, efforts expectations, social influences and facilitating conditions. The facilitating condition was the highest influence (74.3%) on the students’ perceptions of the learning writing performance, followed by social influence (61.12%), effort expectations (60.19%) and performance expectation (58.33%). The applications facilitated the students’ critical thinking, constructing the ideas and creativity in the writing performance. Furthermore, it also made the students more creative and interactive in the classroom.
Fusion of ICT and Differentiated Instruction in Developing Lesson Plan: Boosting EFL Learners Hortatory Text Mastery Fahmi Al Fiqri; Yuliati; Sri Wahyuni
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.2906

Abstract

Students and teachers' need for familiarity with the fusion of technology-based and differentiated lesson planning contributes to challenges for recent education. The goal of the project is to make language learning more successful by meeting the demands of teachers in terms of lesson plan development, implementing differentiated instruction, and using information and communication technology. This research employs five steps of research and development methods: 1) the preliminary research stage, 2) the development stage, 3) the expert validation stage, 4) the testing stage, and 5) the dissemination stage. The study involved 22 senior high school students, an English teacher, and a lesson plan validator expert. The results from the development of Information and Communication Technology (ICT) combined with Differentiated Instruction (DI) in a lesson plan for teaching hortatory exposition text to eleventh-grade senior high school students are considered ready to implement and disseminate with a score of 100 from the teacher as a validator. This lesson plan significantly improved students' learning motivation and ability in hortatory exposition text based on the data analysis. The findings suggest that integrating ICT and DI in lesson planning enhances students' engagement and performance and provides an adaptable model for teachers to implement technology-supported differentiated instruction.
Exploring The Types and Pragmatic Functions of Fillers in University Podcast Discourse Muhammad Fatah Attamimi; Sri Wuli Fitriati; Yuliati
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the role of fillers used by international students in a spontaneous communication setting through a podcast interview at Universitas Negeri Semarang. The study aims to classify the types as well as to analyze the pragmatic functions of fillers as used by the students during the podcast, utilizing Rose’s (1998) filler classification and Stenström’s (1994) filler function theories as the framework. A descriptive qualitative single case study approach was employed for the study, collecting extensive transcription data from the entirety of the podcast which consisted of six Denish students as the key participants. The collected data was then analyzed thoroughly using content analysis method, focusing on each student’s utterances in order to identify the fillers and their meaning in the context of the podcast. The findings show that lexicalized filler is the more dominant type used by the students, occurring 197 times from an accumulation of 274 fillers throughout the podcast. In addition, the most used pragmatic function of filler is the hesitation device. The findings highlight that international students strongly rely on lexicalized fillers to manage spontaneous communication and maintain the flow of conversation during a podcast interview.
Co-Authors Dewi Sukmawati Fahmi Al Fiqri Issy Yuliasri Lalita Vistari Muhammad Fatah Attamimi Rahayu Puji Haryanti Sri Wuli Fitriati Wahyuni, Sri