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ANIMATED EDUCATIONAL VIDEOS AND EFL LEARNERS’ FOREIGN LANGUAGE ANXIETY Dira, Benito; Kuswandono, Paulus
UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 1 (2024): May 2024
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v5i1.8677

Anxiety is known as foreign language anxiety when correlated to the learning of foreign languages. Animated educational videos can serve as excellent instruments for visually facilitating the courses. Although recent studies discussed the benefits of using video in educational activities and other similar subjects, only a few findings focused on the impact on EFL learners’ Foreign Language Anxiety. To provide a thorough description of the occurring phenomenon from the perspective of the research participants, the researchers used a qualitative approach. On the grounds of this, the researchers used convenience sampling as the preferred technique in collecting the sample, particularly comprehensive sampling. The research participants were 12 students of at the English Language Education Study Program (ELESP) of Sanata Dharma University. The data were collected through an online survey using an open-ended questionnaire and an online interview. The findings revealed that there were two results based on this research. First, the use of animated educational videos both increases anxiety and reduces anxiety. Nonetheless, it was also found that the animated educational videos did not boost nor decrease EFL learners' anxiety about foreign languages. Second, the researcher found that topic and video editing were the aspects that influenced the EFL learners.

ARTIFICIAL INTELLIGENCE FOR METACOGNITIVE KNOWLEDGE ENHANCEMENT: EFL LEARNERS’ PERCEPTIONS IN AN INDONESIAN UNIVERSITY Dira, Benito; Kuswandono, Paulus
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40961

This study examines the understanding of English as a Foreign Language by master’s degree students about incorporating AI-driven applications into learning to boost their metacognitive knowledge at Driyarkara University (Pseudonym). The objectives explore the EFL learners’ understanding of digital applications for enhancing metacognition and their experiences utilizing the tools for enhancing metacognitive knowledge. Purposive-comprehensive sampling was utilized in mixed-method research. Twelve students from the first semester of the English Education Master Program (EEMP) were the research participants for the survey. Close-ended and open-ended responses were analyzed to discover the various impacts of AI-powered tools, such as Google Gemini and Chat GPT, which would be classified in the coding process. The unstructured interview transcripts were deciphered to detect EFL learners’ experiences using AI-powered tools to enhance metacognitive knowledge. The findings revealed that AI-powered tools could give learners insightful feedback, a personalized learning style, and more self-assessment opportunities. Enhancing metacognitive knowledge was needed to establish an effective way of thinking and construct critical thinking outcomes. This study also suggested that AI-powered tools provided EFL learners more flexibility to gather materials and search for further references.

ARTIFICIAL INTELLIGENCE FOR METACOGNITIVE KNOWLEDGE ENHANCEMENT: EFL LEARNERS’ PERCEPTIONS IN AN INDONESIAN UNIVERSITY Dira, Benito; Kuswandono, Paulus
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40961

This study examines the understanding of English as a Foreign Language by master’s degree students about incorporating AI-driven applications into learning to boost their metacognitive knowledge at Driyarkara University (Pseudonym). The objectives explore the EFL learners’ understanding of digital applications for enhancing metacognition and their experiences utilizing the tools for enhancing metacognitive knowledge. Purposive-comprehensive sampling was utilized in mixed-method research. Twelve students from the first semester of the English Education Master Program (EEMP) were the research participants for the survey. Close-ended and open-ended responses were analyzed to discover the various impacts of AI-powered tools, such as Google Gemini and Chat GPT, which would be classified in the coding process. The unstructured interview transcripts were deciphered to detect EFL learners’ experiences using AI-powered tools to enhance metacognitive knowledge. The findings revealed that AI-powered tools could give learners insightful feedback, a personalized learning style, and more self-assessment opportunities. Enhancing metacognitive knowledge was needed to establish an effective way of thinking and construct critical thinking outcomes. This study also suggested that AI-powered tools provided EFL learners more flexibility to gather materials and search for further references.

A Corpus-Assisted Qualitative Analysis of Slang Expressions in Dreamworks’ The Boss Baby: Family Business Yulianto, Andrias; Dira, Benito
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.8070

One of the varieties in language is slang, an informal style of language, characterized by constantly shifting vocabulary and its impact in strengthening group unity and social identity. This research investigated slang in an animated film by DreamWorks, The Boss Baby: Family Business using a qualitative approach. Through a qualitative research design, the researchers applied a corpus-assisted method. Data were gathered by repeatedly watching the film, extracting slang expressions from the dialogues, and validating meanings through slang dictionaries. The findings suggested a total of 40 slang words exist in the film, revealing six distinct aspects: clipping, compounding, acronyms, blends, metaphor, and affixation. This research also examined four particular types of slang: society slang, slang in publicity, slang in school and university, and medical slang. The most prevalent categories were publicity slang (13 items) and society slang (18 items). According to the findings, the most common types are clipping and compounding, which are employed to enunciate social belonging, lightheartedness, and closeness. Characters' slang choices diversified systematically, enabling the creation of their identities, allowing exchanges, and storylines. The study arrives at the conclusion that slang is a planned, multipurpose language strategy utilized in the movie that boosts audience engagement and character growth. Yet, this research was limited to a single cinematic element and prioritized primarily on character utterances within a particular context. On the grounds of that, future scholars are encouraged to broaden the scope by delving into comparative explorations throughout different movie genres or examining the development of slang in long-form media such as television series. Keywords: Characteristics of Slang Language, Slang language, Sociolinguistics, The Boss Baby: Family Business, Types of Language

INDONESIAN EFL UNDERGRADUATES’ MOTIVATION IN WRITING AND GENERATIVE ARTIFICIAL INTELLIGENCE: A CORRELATIONAL STUDY Dira, Benito; Yulianto, Andrias
SIGEH ELT : Journal of Literature and Linguistics Vol 6, No 1 (2026)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/sigeh.v6i1.4736

Generative AI (GenAI) is an enhanced fragment of Artificial Intelligence (AI). The emergence of GenAI has engendered numerous impacts on many sectors, including the English language learning and education industry. Motivation, one of the key aspects in language learning, has inspired many scholars as a subject of discussion within language education and second language learning and acquisition. This research sought to determine the correlation between GenAI and EFL Indonesian learners’ perceptions of using GenAI to motivate them in writing. An open-ended and close-ended questionnaire was used to collect quantitative and qualitative data from 30 Indonesian EFL undergraduate students through purposive sampling. The other group of 32 Indonesian EFL undergraduate students participated in the pilot study to test the credibility and validity of research instruments. The result suggests a moderate positive correlation between EFL undergraduate motivation in writing and GenAI’s usage. Qualitative data analysis also demonstrated students’ positive perceptions of using GenAI technology in writing. They found it resourceful for boosting motivation, delivering immediate and personalized feedback, and encouraging self-directed learning. These findings indicate that integrating GenAI into language learning classes, particularly writing, can moderately enhance students' motivation and engagement, thus improving their overall writing skills. The primary limitation stemmed from the small scale and targeted group of participants. Future scholars and researchers are encouraged to explore the influence of a specific GenAI-driven app (e.g., Google Gemini), on another language's core skills, such as speaking or listening, throughout different educational environments and student demographics.

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