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All Journal Wiralodra English Journal (WEJ) Jambura Journal of English Teaching and Literature JET (Journal of English Teaching) ELTR Journal English Language Education Reviews
Azwar, Taufik Akbar
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Factors Influencing Indonesian EFL Learners’ Willingness to Speak English in Classrooms Azwar, Taufik Akbar; Harahap, Alamsyah; Azwandi
JET (Journal of English Teaching) Vol. 7 No. 2 (2021): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v7i2.2843

Abstract

In the current second language pedagogy, understanding factors that contribute to learners’ willingness to speak English in classrooms is fundamental for teachers. The aims of this present study are (1) to find out the extent to which Indonesian EFL learners are willing to speak English in classrooms and (2) to investigate the factors that influence their willingness to speak English in classrooms. A descriptive quantitative design was employed in this study. This study involved 91 English learners of the University of Bengkulu. An adapted willingness to speak English questionnaire was used to collect the data. The findings indicate that most of the learners are willing to speak English in classrooms. Furthermore, some factors are found to influence the learners’ willingness to speak, including topic familiarity, topic interest, topic preparation, topic comfort, challenging topic, group size, task familiarity, seating arrangement, gender and age of interlocutor, interlocutor familiarity, fear of making mistakes, and fear of evaluation. Therefore, several pedagogical implications for teachers have been suggested in this study.
EXAMINING INDONESIAN EFL STUDENTS’ ACCEPTANCE OF CHATGPT AS A SUPPLEMENTARY ENGLISH GRAMMAR LEARNING RESOURCE Azwar, Taufik Akbar; Jayanti, Fernandita Gusweni
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.402

Abstract

As Artificial Intelligence (AI) becomes increasingly prominent in multiple domains, including education, the scrutiny of the acceptance of this technology is critical for future educational agendas. ChatGPT is an example of AI that garners attention in the English Language Teaching (ELT) domain. This present study sought to evaluate English as a Foreign Language (EFL) students’ acceptance of the pedagogical implementation of ChatGPT as an English grammar learning resource in classrooms. To this end, a descriptive quantitative design was employed. A questionnaire rooted in the Technology Acceptance Model (TAM) was adapted to investigate 98 middle school students’ technological acceptance of ChatGPT upon completing a 6-week language teaching. Several items under the concern construct were added to the questionnaire to explore students’ concerns about using ChatGPT. The results suggest that the students generally had a constructive view of the usefulness, ease of use, attitude, and continuance intention to leverage ChatGPT to learn English grammar. However, some students raised concerns, such as becoming excessively reliant on ChatGPT, receiving inaccurate responses, deteriorating advanced cognitive skills, and possible academic misconduct. For pedagogical implications, this study underscores the significance of systematic instructional preparation, curricular alignment, and guidelines from educational institutions to incorporate ChatGPT into ELT classrooms
Does ChatGPT-Integrated Learning Affect Indonesian EFL Learners’ Grammar Achievement? Azwar, Taufik Akbar; Sujarwati, Iis
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.10425

Abstract

While artificial intelligence in language learning has gained more attention, the effect of ChatGPT-integrated learning on English grammar remains largely underexplored. To address this significant gap, this study aims (1) to investigate the effect of ChatGPT-integrated learning on English grammar achievement and (2) to explore learners’ experiences and perceptions after engaging with ChatGPT to learn English grammar concepts. Sixty learners were involved in this quasi-experimental study, split into experimental and control groups. During the 6-week language instruction, the experimental group received ChatGPT-integrated grammar learning while the control group received non-ChatGPT-integrated grammar learning. Data were collected from pre-test, post-test, and semi-structured interviews. The quantitative data, the pre-test and post-test, were analyzed using the Mann-Whitney U Test, while the qualitative data, the semi-structured interview, were examined through thematic analysis. The result revealed that ChatGPT-integrated learning enhanced students’ grammar achievement. Although both groups enhanced their grammar scores, students from the experimental group obtained significantly higher scores than those from the control group. Most students had favorable perspectives on using ChatGPT in their English grammar learning instructions. However, some were found to worry about the likelihood of dependency and declined critical thinking. Careful planning of its pedagogical compatibilities, communication of potential risks and ethical considerations, and guidelines are needed to navigate the complexities involved in adopting ChatGPT into ELT classrooms and to mitigate the potential drawbacks of ChatGPT within the education field. This study, therefore, calls for policies and guidelines to integrate ChatGPT into curriculums.
ADOLESCENT STUDENTS’ EXPERIENCE AND PERCEIVED PARENTAL SUPPORT IN INFORMAL DIGITAL ENGLISH LEARNING Azwar, Taufik Akbar; Yunita, Wisma
ELTR Journal Vol. 9 No. 2 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i2.247

Abstract

The study has contributed to filling the gap in the literature by exploring the perceived parental support in informal digital English learning. Few earlier studies have addressed the parental support issue within informal digital English learning contexts. This study thus aimed to find out students’ lived experiences and their perceived parental support towards their informal digital English learning activities. To this end, a narrative inquiry study design was employed. Two adolescent students who had been engaging in informal digital English learning from an early age were recruited for this study. The findings of this study reveal that the students perceived informal digital English learning as a great tool to self-develop their English language. In addition, learning enjoyment contributed to their digital English learning practices. Four types of parental support were identified. Information, material, autonomy, and emotional support from their parents shape their informal digital English learning activities. This study thus suggests that there needs to be a collaboration between parents and teachers to promote informal digital English learning.  Proper policies and guidelines are still required to help parents effectively support their children in informal digital English learning activities.
Enhancing Indonesian EFL Students' Reading Comprehension of Report Texts through KWL Strategy with Multimedia: A Classroom Action Research Azwar, Taufik Akbar; Ristiyanti, Surya Hazar; Puspita, Hilda
Jambura Journal of English Teaching and Literature Vol 5, No 2 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i2.26015

Abstract

The significance of reading is undeniable in the English learning process. Thus, students need to be equipped with reading strategies to help them develop their English language. This study sought to improve students' reading comprehension and attitude through the use of know-want-learn (KWL) strategy in conjunction with multimedia. Classroom Action Research was employed involving 28 students in the ninth grade. Several instruments were utilized, i.e., reading comprehension tests, interview, observation checklist, and field notes. The mean scores of the reading tests increased from baseline (53) to cycle 2 (80.54) indicating that the result had achieved the criteria of success. It could be inferred that implementing KWL strategy with multimedia in the pre-reading stage enhanced students' reading comprehension. Two factors affecting the students' reading comprehension were identified, i.e., the teacher's participation and topic familiarity. The strategy was also found to foster students' participation and provide students with a concise framework to develop their English reading skills. This study therefore has contributed to the existing literature of English reading strategy and offered meaningful pedagogical implications for English teachers to harness the strategy incorporated with the use of current media such as pictures and videos to teach English reading.
Co-Authors Alamsyah Harahap, Alamsyah Azwandi Fernandita Gusweni Jayanti, Fernandita Gusweni Iis Sujarwati Puspita, Hilda Ristiyanti, Surya Hazar Wisma Yunita