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All Journal English Language and Literature International Conference (ELLiC) Proceedings Jurnal Cendekia Ilmiah
Cindy Amalia Mughni
Universitas Indonesia
Humanities Languange, Linguistic, Communication & Media Social Sciences

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Artificial Intelligence, Motivation, and Investment in EFL Learning Mira Tania; Cindy Amalia Mughni
J-CEKI : Jurnal Cendekia Ilmiah Vol. 5 No. 4: Juni 2026
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/j-ceki.v5i4.16795

Abstract

This study examines the role of artificial intelligence (AI) in shaping learner motivation and investment in English as a foreign language (EFL) learning through a narrative systematic review of studies published between 2015 and 2025. Drawing on a dataset of 23 selected studies from Scopus, the review synthesizes evidence on how AI-driven technologies influence both cognitive and affective dimensions of language learning. The findings reveal that AI significantly enhances learner motivation through personalized learning pathways, real-time feedback, and interactive environments. In addition, AI contributes to learner investment by fostering identity development, commitment, and sustained engagement. The results also indicate improvements in language proficiency, increased participation, and reduced anxiety, highlighting the dual impact of AI on performance and learner experience. However, the review identifies key challenges, including technological limitations, teacher readiness, and pedagogical misalignment, as well as fragmentation across existing research. The study argues for a holistic, ecosystem-based approach that integrates technological, pedagogical, and sociocultural perspectives. By addressing these dimensions, the study provides theoretical and practical insights into optimizing AI-supported EFL learning and offers directions for future research toward more integrated and sustainable learning environments.
Exploring the Role of ChatGPT in Indonesian Education: Opportunities, Challenges, and Pedagogical Implications; A Systematic Review Mira Tania; Cindy Amalia Mughni
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The emergence of generative artificial intelligence (AI), particularly ChatGPT, has significantly influenced educational practices worldwide, including in Indonesian contexts. This study presents a systematic review of 69 Scopus-indexed articles from 2020 to 2026 to examine the methods, potentials, limitations, and challenges associated with ChatGPT integration in Indonesian education. Using a grounded theory approach involving open and axial coding, the study synthesizes key themes across the literature to provide a structured understanding of current research trends. The findings indicate that existing studies are predominantly exploratory and qualitative, with limited empirical validation, yet consistently highlight key potentials such as personalized and adaptive learning, enhanced writing support and feedback, increased student engagement, and improved accessibility to learning resources. ChatGPT is also increasingly conceptualized as an AI-based learning partner that supports cognitive scaffolding and interactive learning. However, significant challenges are identified, including academic integrity risks, over-reliance on AI, reduced critical thinking development, and issues related to accuracy and contextual relevance, alongside broader systemic concerns such as ethical and policy ambiguities, digital inequality, and limited teacher readiness. These findings suggest that the impact of ChatGPT is not determined solely by its technological capabilities but by the alignment between pedagogical design, cognitive engagement, and institutional governance. This study concludes that effective integration requires a balanced and systemic approach emphasizing AI literacy, ethical frameworks, pedagogical redesign, and equitable access, while future research should prioritize empirical, longitudinal, and interdisciplinary approaches to better understand the long-term implications of AI in Indonesian education.
Co-Authors Mira Tania Mira Tania