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p-Index From 2021 - 2026
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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Maspufah
Universitas Persada Bunda Indonesia
Education Languange, Linguistic, Communication & Media

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Challenges Faced by ELT Teachers in Adopting ChatGPT as an Instructional Tool Maspufah; Yeni Afriyeni; Diana Zuriati; Gunaldi Masbiran
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3390

Abstract

Generative artificial intelligence (AI) ChatGPT hold remarkable opportunities for enhancing language teaching and learning. However, integrating ChatGPT into classroom activity created challenges for teachers such as lack familiarity with the technology, difficulty to differ AI or students’ generated work, weaken students’ creativity and critical thinking. The purpose of the research was to find out challenges faced by ELT teachers in adopting ChatGPT as an instructional tool. This was descriptive qualitative research. It was conducted to thirteen private senior high school teachers in Riau. The sample was taken by purposive sampling technique. The data were collected through semi-structured interviews conducted over Zoom and WhatsApp voice calls. The data were analysed thematically by applying Braun and Clarke’s theory. The finding indicated that ChatGPT adoption among ELT teachers remains constrained by pedagogical uncertainty, ethical concerns, limited technical competence, and inadequate institutional support. Teachers continue to struggle with aligning AI tools to learning objectives, ensuring academic integrity, and verifying the accuracy of AI-generated content, while also navigating unclear policies and unstable technological infrastructure. In conclusion, language teachers faced many challenging in adopting ChatGPT in their teaching. Therefore, it was suggested to educational institution who willing to adopt it into their instruction needed to facilitate workshop or training on AI, especially ChatGPT and digital literacy for their teachers. 
Optimizing EFL Learners' Intonation for Speaking Fluency through AI-Powered Speech Recognition Tools Maspufah; Diana Zuriati; Yeni Afriyen; Gunaldi Masbiran
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/tryn0c41

Abstract

Speaking competence remains a critical challenge for EFL learners, particularly in achieving accurate intonation and fluent speech due to limited speaking exposure, insufficient feedback, and conventional classroom practices that prioritize form over communication. Although recent studies have emphasized the potential of artificial intelligence (AI) in language learning, limited research has specifically examined the role of AI-powered speech recognition tools in improving suprasegmental features such as intonation within reflective classroom contexts. Therefore, this study aimed to identify to what extent the integration of AI-powered speech recognition tools optimize EFL learners’ intonation accuracy, and to describe the integration of the tools influence learners to speak fluency. This study employed a Classroom Action Research (CAR) design using mix method data approach involving 20 undergraduate learners which selected by purposive sampling technique at a private university in Pekanbaru. The research was conducted in one cycle consisting of planning, action, observation, and reflection stages. The data were collected through intonation test and speaking fluency performance, observation checklists, reflective journals, and AI-generated performance reports, and analysed by using three data analysis theory. The findings revealed a noticable improvement in learners’ speaking performance, with mean scores increasing from 60.25 in the pre-test to 80.75 in the post-test. In conclusion, the integration of AI-powered tools such as Stimuler can serve as effective complementary resources in speaking instruction, and it is recommended that educators integrate such technologies alongside communicative approaches while future research should explore long-term impacts and broader aspects of communicative competence.
Co-Authors Diana Zuriati Gunaldi Masbiran Yeni Afriyen Yeni Afriyeni