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All Journal Jurnal Sosial Humaniora JR-ELT (Journal of Research in English Language Teaching)
Hepy Adityarini
Universitas Muhammadiyah Surakarta, Indonesia
Languange, Linguistic, Communication & Media Social Sciences

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NEGOTIATING IDENTITY AND INVESTMENT THROUGH AI-MEDIATED ENGLISH COMMUNICATION: EVIDENCE FROM INDONESIAN EFL LEARNERS Muhammad Rehan Sabir; Hepy Adityarini; Yeny Prastiwi; Alwy Ahmed Mohamed
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/kfmrdr82

Abstract

Despite the rapid proliferation of large language model (LLM)-based conversational AI tools in educational settings, their implications for learner identity remain insufficiently examined, particularly in postcolonial multilingual contexts such as Indonesia.  This study aims to address this gap by examining how Indonesian EFL university students negotiate identity and investment in AI-mediated English communication through Norton's identity and investment framework. Data were collected through semi-structured interviews and participant-shared AI interaction logs from 12 undergraduate students at a private university in Central Java, Indonesia, and analysed using reflexive thematic analysis. It explores how learners position themselves as English speakers, how their investments in English shape engagement with AI, and what ideological tensions emerge from these interactions. The analysis identified four interrelated themes: imagined identity and aspirational investment, affective positioning and the non-judgmental interlocutor, contested legitimacy and native-speaker ideology, and agentive appropriation and its structural limits. The findings suggest that AI-mediated interaction functions as a site of identity negotiation, enabling learners to rehearse imagined futures, manage affective risks, and negotiate linguistic legitimacy. These findings contribute to emerging scholarship on AI-mediated language learning by illustrating how identity, investment, and agency are negotiated in AI-mediated English communication and by identifying implications for EFL pedagogy in Indonesian and comparable Global South contexts.
The Teachers’ Perception on Challenges and Strategies upon CALL Practice in EFL Secondary Classroom Rizki Azizah; Hepy Adityarini; Yeny Prastiwi
Jurnal Sosial Humaniora Vol. 16 No. 2 (2025): OKTOBER
Publisher : Universitas Djuanda Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/jsh.v15i2.14968

Abstract

CALL draws attention for teachers’ EFL classroom due to its captivating power for enhancing language learning. Several studies prove that CALL is extremely able to promote learners’ skills, yet, there are some obscures ideal practices. The study aims at investigating teachers’ perception on challenges and strategies on CALL practice in the EFL secondary classroom. This study utilises qualitative methods with oral semi-structured interview as the data collection. It involves 6 English teachers who have accustomed their teaching with CALL. They possess different teaching experiences, school infrastructures, and setting ; 2 urban public school, 1 suburban public school, 2 urban private school, and 1 suburban private school. The data are analysed through three phases for ensuring demanded results which can depict challenges and strategies on the basis of teachers’ perception. It results that teachers encounter challenges on insufficient school facilities, inadequate lesson time, unfavourable instructional culture, and disproportionate technological competence. Pertaining to the strategies, they recommend the fulfilment of school facilities, plan-b design, and forum group discussion among teachers. As the summary, this study has deemed a light on how technology is integrated through CALL in EFL Secondary Classroom that eventually brings about preventive action plan for granting the desired outcome. The teachers’ perception might depend on their background knowledge related to the issue, their current workplace, and teaching experiences.
Co-Authors Alwy Ahmed Mohamed Muhammad Rehan Sabir Rizki Azizah