Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Language Teaching and Education
Valmeo, Christinelle
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

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AI Tools in Academic Writing: Indonesian EFL Students' Perspective Suhail, Ayesha; Nur Alim, Chondro; Valmeo, Christinelle
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56973

Abstract

The purpose of this study was to explore Indonesian EFL students’ beliefs and challenges regarding the use of Artificial Intelligence (AI) tools in academic English writing. A mixed-methods approach was employed, involving a descriptive survey of 112 students from the English Education Department at Universitas Muhammadiyah Purwokerto and semi-structured interviews. Quantitative data provided an overview of students’ AI usage patterns, while qualitative data offered deeper insights into their experiences and perceptions. The findings revealed that students generally held positive attitudes toward AI tools and used them for idea generation, grammar checking, vocabulary enhancement, and text organisation. AI tools were also perceived to increase confidence and reduce writing anxiety, supporting both cognitive and affective aspects of learning. However, participants expressed concerns about overreliance on AI, the accuracy and reliability of AI-generated content, issues of originality, and academic integrity. Importantly, students demonstrated awareness of these limitations and emphasised the need for critical evaluation when using AI. The findings highlight the importance of integrating AI literacy into academic writing instruction and establishing clear institutional guidelines for the ethical and responsible use of AI. Overall, AI should be viewed not as a replacement for learners’ efforts but as a supportive tool that can enhance academic writing when used critically and responsibly.
Teachers’ Perspective on the Implementation of Merdeka and K-12 English Curricula Valmeo, Christinelle; Suwartono, Tono; Suhail, Ayesha
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.57034

Abstract

English language curriculum reform has become increasingly important in Southeast Asia as countries seek to enhance learners’ communicative competence and global competitiveness. Although studies have been done on Indonesia’s Merdeka Curriculum and the K to 12 Curriculum of the Philippines, most studies have examined these curricula separately, and the focus has mostly been on policy formulation rather than curriculum implementation. This article attempts to fill this gap by exploring the implementation of these two curricula particularly in terms of learning objectives, content, pedagogy, and assessment from the teachers’ perspectives. Using a qualitative comparative case study design, data were collected through semi-structured interviews with 10 secondary English teachers from the Philippines and Indonesia (five teachers from each country), questionnaires, and document analysis. Thematic analysis indicated that both curricula promote communicative competence and develop learners’ macro language skills. Indonesian participants perceived the Merdeka Curriculum as emphasizing flexibility, learner autonomy, and real-world communication. On the other hand, the K to 12 Curriculum highlights academic literacy, competencies, and preparation for higher education.  In addition, both contexts had similar issues in implementing curricula, including challenges with mixed-ability classrooms, lack of time, and assessment. The study also contributes to curriculum implementation literature by proposing a comparative Curriculum Implementation Framework that explains how curriculum policy orientation shapes teacher agency and curriculum enactment across different educational contexts. In conclusion, the findings suggest that a balance between curriculum flexibility and clear standards may support effective English language teaching in these contexts.
Co-Authors Nur Alim, Chondro Suhail, Ayesha Tono Suwartono