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All Journal EDULITE: Journal of English Education, Literature and Culture
Seful Bahri
Universitas Negeri Semarang
Education

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Towards humanized English learning: AI tools and speaking outcomes among university students Muhamad Rifqi Bakhtiar; Hendi Pratama; Seful Bahri; Rudi Hartono; Sri Wahyuni; Kurniawan Yudhi Nugroho; Treenuch Chaowanakritsanakul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.435-449

Abstract

The rapid advancement of artificial intelligence in higher education has significantly transformed English language teaching and learning processes. This study investigates the integration of humanizing pedagogy into AI-supported learning environments, particularly via platforms such as ChatGPT, Gemini, and Bing AI/Copilot, to enhance university students' speaking outcomes. Using a cross-sectional survey design involving 54 university students from Elementary School Teacher Education, Accounting, and English Education programs, data were collected via a structured questionnaire during May 2025 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while artificial intelligence provides efficient feedback and structured practice, the human element remains essential for creating an authentic and supportive instructional atmosphere. Students who perceived psychological benefits from AI use showed the strongest intention to continue using these tools (β = 0.368, p < 0.01), followed by learning effectiveness (β = 0.289) and technology usability (β = 0.241), with the model accounting for 61.4% of variance in adoption intention. This research provides practical implications for curriculum designers to incorporate humanized artificial intelligence strategies into English education programs to ensure more effective and empathetic classroom instruction.
Speech acts in undergraduate thesis defenses: A pragmatic analysis of oral interaction in an EFL context Imanuel Kamlasi; Edmundus Bouk; Hendi Pratama; Sri Wahyuni; Seful Bahri
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.471-486

Abstract

The study argues that institutional power dynamics influence speech acts in the EFL thesis defenses. The study identifies types of speech acts used by examiners and candidates and analyzes how these acts shape the dynamics of the defenses. The research utilized qualitative methods based on the Interaction Analysis Method. Eight EFL candidates and eleven examiners were involved in the research. The study used an observation guide and audio/video recorders to document oral interactions during thesis defense sessions. The oral interactions were transcribed for analyses. The utterances were coded and analyzed using Austin's and Searle's framework of speech acts. The findings indicate a clear power asymmetry between the examiner and the candidate. The examiners confirmed that directive speech acts are dominant with 53%, followed by assertive speech acts at 35%. Expressive speech acts account for 10%, while commissive and declarative speech acts are low, only 1%. The candidates showed that assertive speech acts are the most prevalent of 86%, expressive acts represent 10% while directive acts are significantly lower at 3%. Commissive acts make up 1%, and declaration acts are the least common. The study suggests targeted training to minimize misunderstanding in an academic discussion.
Co-Authors Edmundus Bouk Hartono, Rudi Hendi Pratama Hendi Pratama Imanuel Kamlasi Muhamad Rifqi Bakhtiar Nugroho, Kurniawan Yudhi Treenuch Chaowanakritsanakul Wahyuni, Sri