Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal IJIET (International Journal of Indonesian Education and Teaching) JEELS (Journal of English Education and Linguistics Studies)
Tri Pujiani
Universitas Harapan Bangsa, Indonesia
Education Languange, Linguistic, Communication & Media

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Local voices, global languages: Teachers’ perspectives on local-based digital narratives and multilingual practices in early EFL learners Tri Pujiani; Hasan Zainuri; Ida Dian Sukmawati
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7325

Abstract

The growing trend towards English-language education at earlier ages in multilingual societies demands a greater need to develop teaching strategies that are both culturally and linguistically responsive and developmentally appropriate. In this mixed-method research, this study aims to understand the perceptions of kindergarten teachers regarding the use of locally-based digital narratives and multilingual practices in EFL classes for early EFL learners. Data were collected through distributing questionnaires to early childhood EFL teachers, followed by semi-structured interviews with nine purposively selected participants. Data analysis was done quantitatively using descriptive statistics and qualitatively using thematic analysis. The findings indicate that teachers found locally-based digital narratives beneficial in increasing engagement and confidence among learners due to their association with real-world contexts. Furthermore, teachers felt that multilingual practices would help reduce anxiety levels and support comprehension and vocabulary learning. But teachers faced issues such as technological inadequacy and teacher training in implementing the above strategies in class. The study concludes that combining culturally grounded digital narratives with multilingual pedagogy holds significant promise for early EFL education and that providing institutional support is strengthened. These findings provide empirical insights into teachers’ perspectives and suggest implications for curriculum development and teacher professional learning in multilingual contexts.
NEGOTIATING LANGUAGE IDEOLOGIES AND ETHICAL BOUNDARIES: LECTURERS’ NARRATIVES ON AI USE IN ENGLISH LANGUAGE TEACHING Tri Pujiani; Lilia Istifani; Muhammad Pandu Khoiron
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 1 (2026): January 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i1.12946

Abstract

The rapid evolution of AI in education has triggered contentious debates over its ethical use and effects on language learning. This study investigated how English teachers negotiate and appeal to language ideologies and ethical boundaries as they respond to AI tools in English Language Teaching (ELT). Grounded on language ideology and pedagogical technology theories, the research employed narrative inquiry design in examining the Indonesian university lecturers' experiences of language, ethics, and AI-driven classroom practice. Preliminary screening questionnaires and narrative in-depth interviews were used in collecting the data. The findings demonstrate that while AI tools have become valued for efficiency in supplying grammatical correction, lecturers are worried that the reliance on AI might hinder critical thought and emergence of agency. Lecturers also note the inadequacy of AI at engaging the local diversity of languages and dialects, and AI often tends to construct a standardized version of English. The study indicates that AI can be a useful tool in ELT by offering feedback and improving language accuracy, but caution is necessary to maintain academic integrity and ensure meaningful learning. This research contributes to the conversation on AI in education, offering actionable insights on ethical and productive AI use in language teaching.
Co-Authors Hasan Zainuri Ida Dian Sukmawati Lilia Istifani Muhammad Pandu Khoiron