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All Journal Teaching English as a Foreign Language Journal
Alsolami, Turki
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Fostering 21st-century communication: Students’ views on English club as a speaking platform Suryanto, Suryanto; Rahayu, Desi; Shinjee, Bolormaa; Alsolami, Turki
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1424

Abstract

In the contemporary globalized landscape, proficient communication in English is crucial for educational success and worldwide interaction. Despite extensive formal education, many Indonesian students struggle with speaking fluently in real-life contexts. English-speaking clubs (ESCs) have emerged as extracurricular platforms to help students overcome these challenges by providing a supportive, interactive environment for practicing speaking skills. Using a qualitative descriptive design, this research investigates the students' perceptions of the benefits and challenges of participating in an ESC at a high school in Yogyakarta, Indonesia. Through in-depth interviews with eight active club members, the research identifies several themes. The findings show the advantages of joining ESC, including increased speaking practice, improved language skills, enhanced fluency, and greater confidence. However, due to scheduling constraints, students also face challenges in joining ESC, such as fear of making mistakes, anxiety in spontaneous speaking situations, and limited participation time. The results of this study highlight the significance of building helpful, structured environments within ESCs to foster students’ communicative competence and self-assurance in English. This research provides a constructive understanding for teachers and administrators seeking to improve ESC programs and boost foreign language competence.
AI-assisted writing in EFL education: Students’ experiences with Quillbot Suryanto, Suryanto; Islami, Nuriyati; Alsolami, Turki; Shinjee , Bolormaa
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2120

Abstract

This study investigates undergraduate EFL students’ experiences using QuillBot in academic writing contexts. Employing a qualitative descriptive approach, the researchers conducted in-depth interviews with six students who regularly integrated QuillBot into their writing practices. The findings revealed three major themes: strategic use of QuillBot throughout the writing process, challenges encountered during its use, and emerging pedagogical innovations related to AI-assisted writing. First, students used QuillBot strategically during planning, drafting, revising, and editing to paraphrase sentences, improve grammatical accuracy, enrich vocabulary, and enhance textual coherence. Second, despite its benefits, students experienced several challenges, including meaning distortion, overly formal expressions, overreliance on AI-generated suggestions, and reduced personal writing voice. Third, the findings highlighted pedagogical innovation in AI-assisted writing, as QuillBot contributed to increased writing confidence, improved linguistic accuracy, reduced writing anxiety, and greater writing efficiency. The study also emphasized the importance of AI literacy training, ethical guidelines, and lecturer support to promote critical, reflective, and responsible use of AI-assisted writing tools in EFL learning contexts.
Co-Authors Islami, Nuriyati Rahayu, Desi Shinjee , Bolormaa Shinjee, Bolormaa Suryanto Suryanto