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All Journal English Language Teaching Educational Journal JOLLT Journal of Languages and Language Teaching
Dio Fahmi Alfaridhi
Universitas Ahmad Dahlan
Arts Education Languange, Linguistic, Communication & Media

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Students’ Perceptions of an AI-Based English e-Module for Digital Content Creation: An Explanatory Sequential Mixed-Methods Study Dio Fahmi Alfaridhi; Prayudha Prayudha; Raden Muhammad Ali; Anang Masduki
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17752

Abstract

The integration of AI in EFL is increasingly vital to meet the demands of digital content creation, where English serves as a global medium for audience engagement. This study aims to investigate how students view the usefulness of an AI-based English e-module in improving their abilities and involvement in the production of digital content. An explanatory sequential mixed-method was used in this study. The data were gathered from 44 students of communication science study program at Universitas Ahmad Dahlan. Quantitative data were collected via a structured questionnaire grounded in the Technology Acceptance Model (TAM) and qualitative data were gathered through structured interviews with six purposively chosen participants. The quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analyses. Results revealed strong positive perceptions: the AI feature usefulness item recorded M = 3.98, the comparative effectiveness over conventional methods item yielded M = 3.89, and overall satisfaction achieved M = 3.91. Thematic analysis confirmed the value of real-time chatbot feedback and automated corrections in enhancing scriptwriting and confidence, though device incompatibilities and navigation issues emerged as barriers. These results suggest that in order to acquire real digital communication abilities, educators should incorporate AI-driven e-modules into task-based EFL curricula. Additionally, system design should give priority to multilingual support and cross-device optimization in order to guarantee equitable access.
AI-based English module needs analysis for Indonesian content creator Prayudha Prayudha; Raden Muhammad Ali; Anang Masduki; Dio Fahmi Alfaridhi
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.14893

Abstract

The rapid growth of Indonesia’s digital economy has increased the importance of English proficiency for digital content creators. However, many digital content creators still lack the specific language skills required for global communication in this field. This study aims to identify the English language needs of digital content creators and to inform the development of an AI-based English module. A mixed-method design was employed, involving a questionnaire completed by 69 undergraduate students and interview with one English lecturer at the Collage of Multimedia (MMTC), Yogyakarta. The findings indicate that students perceive their English proficiency as moderate, with significant needs in productive skills, particularly pronunciation, speaking, and grammar for digital content task such as scripting and captioning. Students also demonstrate positive attitudes toward AI-assisted learning, especially for feedback and personalized practice, although concerns about over-reliance and ethical use remain. These results highlight the importance of integrating AI tools with authentic content creation tasks while maintaining pedagogical guidance and ethical awareness.
Co-Authors Ali, R. Muhammad Anang Masduki Prayudha, Prayudha