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p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Naza Fanisa
English Department, University of North Sumatera, Medan
Languange, Linguistic, Communication & Media

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Students’ Perceptions of ChatGPT as an AI Based Learning Tool in EFL Tri Utami; Naza Fanisa; Jamaluddin Nasution
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.10895

Abstract

This study investigates senior high school students’ perceptions of using ChatGPT as an AI-based learning tool in English as a Foreign Language (EFL) learning. The study focuses on four dimensions: frequency of use, perceived usefulness, ease of use, and comparison between ChatGPT and English teachers. A quantitative descriptive research design was employed with 68 students from Grades X to XII at SMA Negeri 3 Medan. Data were collected through a close-ended questionnaire consisting of 15 statements measured using a five-point Likert scale and analyzed using descriptive statistics, including frequencies, percentages, mean scores, and standard deviations. The findings indicate that all four dimensions fall within the Neutral category. Ease of use obtained the highest composite mean (M = 3.26, SD = 0.77), followed by frequency of use (M = 3.16, SD = 0.80) and perceived usefulness (M = 3.16, SD = 0.88), while comparison with teachers obtained the lowest composite mean (M = 2.97, SD = 0.80). These findings suggest that students recognize some practical value in ChatGPT but do not express strongly positive perceptions of its use for English learning. Students also appear to position ChatGPT more as a supplementary resource than as a replacement for English teachers. The findings should be interpreted as evidence of students’ reported use and perceptions rather than as evidence of ChatGPT’s demonstrated effectiveness in improving English proficiency. The study highlights the importance of teacher guidance, critical evaluation, verification of AI-generated information, and responsible use when integrating ChatGPT into EFL learning.
Cultural Values and Intercultural Communication Competence: A Review of Individualism and Collectivism Studies Naza Fanisa; Tri Utami; Alemina Br.Perangin-angin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.10903

Abstract

Purpose. This article reviews the relationship between cultural values and intercultural communication competence (ICC), focusing specifically on individualism and collectivism, in order to answer two review questions: (1) How do individualism and collectivism shape communication style, conflict management, cultural awareness, and adaptability as components of ICC? and (2) What gaps remain in the literature, particularly regarding digitally mediated intercultural communication? Design/methodology. This study used a thematic literature review of sources published between 2001 and 2025, drawn from Google Scholar, Scopus, ERIC, and ScienceDirect, with explicit inclusion and exclusion criteria applied to every source consulted (see Section 3.2). Findings. Five themes emerged: communication style, conflict management, cultural awareness, adaptability, and newly foregrounded in this revision digitally mediated intercultural communication. Individualistic orientations are consistently associated with direct, low context communication and explicit conflict engagement, while collectivist orientations favor indirect, high context communication and harmony preserving conflict strategies; however, several recent studies complicate this binary, particularly in online and hybrid identity contexts. Originality/value. Unlike prior narrative reviews that treat individualism–collectivism as a static dichotomy, this review synthesizes classic frameworks (Hofstede, Hall, Gudykunst) with recent (2022–2025) research on virtual exchange and computer mediated communication, and it identifies contradictory findings rather than only convergent ones. Practical implications. The review offers implications for curriculum design, teacher education, and intercultural training, and argues that ICC development should be integrated into language education rather than treated as a supplementary skill.
Co-Authors Alemina Br.Perangin-angin Jamaluddin Nasution Tri Utami