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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Dewi Puspitasari
UIN K.H. Abdurrahman Wahid Pekalongan - Indonesia
Education Languange, Linguistic, Communication & Media

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Hesitation and Repair Strategies in EFL Students’ Academic Presentations: A Case Study Muhammad Dzimar; Rahma Aulia Usysyfa; Fika Naila Izzati; Faiz Abdillah; Syafhika Rosilatu Zahra; Vadia Fika Munida; Dewi Puspitasari
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/jeqk6y71

Abstract

Oral presentations in EFL classrooms require students to communicate ideas fluently while managing the cognitive demands of real-time speech production. However, many learners experience hesitation and frequently repair their utterances, particularly during academic presentations in intercultural communication contexts. This study investigates the use of hesitation and repair strategies in EFL students’ academic presentations in an Intercultural Communication course. Using a qualitative case study design, the study focused on two university students selected purposively due to their frequent use of hesitation during presentations. Data were collected through classroom observations and audio recordings and analyzed using thematic analysis. The findings showed that students commonly used three hesitation types: filled pauses, repetitions, and silent pauses. Regarding repair strategies, self-repair was the most frequently employed, while pair-repair occurred less often. Based on Levelt’s speech production model, filled pauses and silent pauses reflected difficulties in idea generation and speech planning, whereas repetitions indicated problems in lexical retrieval and grammatical formulation. Self-repair demonstrated active speech monitoring, while pair-repair highlighted the supportive role of interaction. The study concludes that hesitation and repair strategies function as important cognitive and communicative mechanisms that help EFL learners manage real-time speech production during academic presentations. These findings provide practical insights for EFL teachers in designing presentation-based learning activities that support students’ speaking fluency, self-monitoring, and strategic communication skills, while also helping students develop greater awareness of hesitation and repair as natural aspects of spoken language production.
How ChatGPT Supports Students in Learning English: A Qualitative View Arini Nabilla Dzulfahmi; Wardatul Abyadiyah; Naila Fatina Zuhriana; Kayla Ikhsania Fitriani; Aina Salsabila; Dewi Puspitasari
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/f47h1k12

Abstract

The incorporation of artificial intelligence (AI) into the educational sector has opened up fresh possibilities for English as a Foreign Language (EFL) learning, with ChatGPT emerging as a popular tool due to its interactive and immediate support. This qualitative study explored how ChatGPT supports students in learning English by examining their interaction patterns, the types of support provided, and their perceptions of its usefulness. Information was gathered by conducting semi-structured interviews with three individuals chosen intentionally undergraduate students who had substantial experience using ChatGPT to support their English learning. The participants were chosen because they could provide rich, comprehensive understandings of the topic being studied. The information gathered from interviews was later examined through thematic analysis.The findings revealed that students interacted with ChatGPT in different ways, ranging from active engagement through prompt refinement and follow-up questions to direct use for obtaining quick answers. ChatGPT provided linguistic, cognitive, affective, and practical support, and participants perceived it as a flexible and helpful learning tool that promoted independent learning. However, concerns regarding information accuracy and the risk of over-reliance were also identified. Overall, ChatGPT shows strong potential to support EFL learning when used critically and responsibly.
Students’ Perceptions of Using ChatGPT in Learning English Vocabulary: A Narrative Inquiry Nafahatul Miskiyah; Alfina Lu’luuzzahro; Hasna Azzahra; Lia Roudlotul Jannah; Lianfin Sadida Atsmara; Amanda Destiana Habibah; Dewi Puspitasari
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/vnf81p10

Abstract

ChatGPT is increasingly used as a tool for learning English vocabulary among Indonesian EFL university students. Employing a qualitative narrative approach, the study explores students’ perceptions and experiences in utilizing ChatGPT to support vocabulary learning. Data were collected through participants’ accounts of their learning experiences and analyzed using thematic narrative analysis by Riessman. The findings reveal that ChatGPT promotes faster and more practical vocabulary learning by providing instant definitions, synonyms, and explanations, which enhance students’ understanding and confidence. Furthermore, its accessibility supports self-directed learning and increases learner motivation. However, several challenges were identified, including concerns about information accuracy, excessive dependence on technology, and the potential reduction of critical thinking skills. The study concludes that ChatGPT can serve as an effective vocabulary learning tool when used critically and accompanied by active verification of information, suggesting the need for guided and responsible integration of AI tools in EFL learning contexts.
Co-Authors Aina Salsabila Alfina Lu’luuzzahro Amanda Destiana Habibah Arini Nabilla Dzulfahmi Faiz Abdillah Fika Naila Izzati Hasna Azzahra Kayla Ikhsania Fitriani Lia Roudlotul Jannah Lianfin Sadida Atsmara Muhammad Dzimar Nafahatul Miskiyah Naila Fatina Zuhriana Rahma Aulia Usysyfa Syafhika Rosilatu Zahra Vadia Fika Munida Wardatul Abyadiyah