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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Arif Rahman
Universitas Pendidikan Mandalika, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Moral Schemata in L2 Politeness: Sasak and Balinese EFL Learners’ Pragmatic Transfer Ni Wayan Prami Wahyudiantari; Arif Rahman
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.18533

Abstract

Research in interlanguage pragmatics (ILP) has increasingly recognized that politeness is shaped not only by linguistic knowledge but also by the cultural values learners bring to interaction. However, evidence from Southeast Asian contexts remains limited, restricting current understanding of how local value systems influence pragmatic transfer. This study investigates how Indonesian EFL learners from two ethnolinguistic groups, Sasak (n = 30) and Balinese (n = 30), realize politeness in apology and refusal speech acts and how first-language (L1) moral schemata influence their pragmatic choices. Adopting a convergent mixed-methods design, the study combines discourse completion tasks (DCTs) with semi-structured interviews to examine both pragmatic performance and learners’ underlying reasoning. The findings reveal clear differences between the two groups. Sasak learners showed a stronger tendency toward negative politeness strategies, reflecting the value of humility (andap asor), whereas Balinese learners more frequently employed indirect strategies associated with maintaining social harmony (rwa bhineda). These differences suggest that pragmatic transfer is influenced not only by language proficiency but also by culturally shaped understandings of appropriate social conduct. The results further indicate that learners draw on locally shared value systems when managing face and interpersonal relationships in English. The study contributes to ILP scholarship by providing evidence that politeness is closely linked to culturally informed moral reasoning and by extending discussions of facework beyond dominant Western and East Asian perspectives. It also highlights the importance of incorporating intercultural and values-based dimensions into pragmatics instruction, enabling learners to develop greater awareness of how different communities interpret and enact politeness in communication.
Human–AI Collaboration in Academic Writing: Indonesian EFL Students’ Perspectives on AI-Assisted Writing Rina Husnaini Febriyanti; Hanna Sundari; Rifari Baron; Sri Arfani; Arif Rahman
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.19807

Abstract

The increasing use of artificial intelligence (AI) tools in higher education has changed how students plan, draft, revise, and evaluate academic texts. However, limited research has examined Indonesian EFL undergraduate students' perspectives on AI adoption in research paper writing. This study investigates students' perceptions of AI integration in academic writing within the Indonesian EFL context. Employing a case study design, the study involved 77 students from an English Education program at a private university in Jakarta, Indonesia. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings indicate that students were highly familiar with AI tools (M = 3.92) and primarily employed them for plagiarism checking (M = 3.95) and sentence recommendations (72.7%). Students also perceived AI as beneficial for improving vocabulary and writing quality (M = 3.90). However, 54.5% of participants expressed concerns that excessive AI reliance could reduce critical thinking skills. The study highlights the importance of integrating AI critically and responsibly in academic writing instruction to support ethical and effective learning practices in higher education.
Co-Authors Hanna Sundari Ni Wayan Prami Wahyudiantari Rifari Baron Rina Husnaini Febriyanti Sri Arfani