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All Journal English Review: Journal of English Education Proceedings of ISELT FBS Universitas Negeri Padang Journal of English Language Teaching and Linguistics Jurnal Karinov Jurnal Sains Riset Indonesian TESOL Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Real Riset Education Enthusiast : Jurnal Pendidikan dan Keguruan JEELS (Journal of English Education and Linguistics Studies) English Education and Applied Linguistics Journal (EEAL Journal)
Zaiturrahmi, Fauziah
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Jabal Ghafur
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS' PERSPECTIVES ON THE INTEGRATION OF DIGITAL TECHNOLOGY IN LANGUAGE LEARNING POST-COVID-19 Mulyani, Aulia; Fauziah; Diana, Novita
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal)
Publisher : IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i1.1612

Abstract

This study aimed to explore students' perspectives on integrating digital technology into language learning after the Covid-19 pandemic. The study used a qualitative research method and collected data through questionnaires and semi-structured interviews conducted on April 29, 2024, at Ulumul Quran Senior High School. Twenty students participated in the study. The closed-ended questionnaire was analyzed using a Likert scale, while the semi-structured interviews were analyzed using thematic analysis following Braun and Clarke's (2006) approach. The findings indicated that students positively viewed integrating digital technology in English learning. They found digital technology enjoyable, engaging, attractive, easy to use, and helpful in their learning process.
UNLOCKING FLUENT SPEECH: ENHANCING STUDENTS' SPEAKING SKILLS (A CASE STUDY AT JEUMALA AMAL ISLAMIC BOARDING SCHOOL) Fitri, Mulia; Fauziah; Farizawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1620

Abstract

Speaking skills are essential for students, especially in Islamic boarding schools where daily conversations are prevalent. Students become more engaged in speaking English by emphasizing daily vocabulary memorization, particularly when influenced by equally motivated friends. This research aims to identify the factors that impact students' speaking performance in Islamic boarding school using a qualitative descriptive method. The data was collected through interviews, revealing that motivational factors and the language used in communication significantly influence students' speaking abilities. This study found that requiring students to speak English at Islamic boarding schools helps them become more proficient in speaking. Hence, students' daily activities at Jeumala Amal Islamic boarding school can be utilized to enhance their speaking skills.
Exploring Students’ Informal Digital Learning of English (IDLE) and Self-Regulated Language Learning from a Sociocultural Perspective Fauziah, Fauziah; Diana, Novita
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.4225

Abstract

This study investigates the phenomenon of informal digital learning of English (IDLE) among students engaged in independent online learning environments. Focusing on practices for students’ language development, this study explores how students autonomously acquire English language skills through informal digital means and examines the implications. It employs a mixed-methods approach, combining surveys and interviews to collect and analyse data from a diverse group of independent online learners of English (N= 182) from 23 different Indonesian universities. Quantitative data reveals that approximately 45.1% of the variation in self-regulated language learning can be explained with informal digital learning of English identified as one of the predictors. On the other hand, qualitative data findings indicate that students actively engage in IDLE through a variety of digital channels, including social media, online forums, language learning apps, and YouTube tutorials. These informal learning activities encompass a wide range of language skills, from vocabulary acquisition and pronunciation improvement to cultural understanding and conversational proficiency. Implications of this research point to the importance of recognising and harnessing students’ IDLE practices in formal educational settings. Educators and institutions can leverage these insights to design more effective online language learning programmes that incorporate elements of informal digital learning.
EFL Students’ Attitudes toward Informal Digital Learning of English (IDLE) as a Mediation Ismail, Nika Aulia Anwar; Fauziah; Zaiturrahmi
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v7i3.2264

Abstract

This research aimed to understand student attitudes towards the integration of digital learning in English language education at 1st State Senior High School, Peukan Pidie. Employing a qualitative under case study design combining offline questionnaires and semi-structured interviews to gain a comprehensive understanding of student perspectives. Sixty students participated, providing a rich dataset for analysis. The data from the questionnaires revealed prevalent trends in student attitudes. The interview data underwent thematic analysis, following Braun and Clarke's (2006) methodology, to identify recurring themes and patterns. The findings demonstrated a consistently positive attitude among students toward digital English learning. Participants perceived digital tools as engaging, accessible, and beneficial to their learning. They highlighted the enjoyable and interactive nature of these technologies, emphasizing their ease of use and perceived support in the learning process. This study underscores the potential benefits of strategically integrating digital tools into English language education, reflecting a positive student reception and highlighting the technology's perceived effectiveness in enhancing learning outcomes.
Student Engagement in English Language Learning with Artificial Intelligence (AI) Chatbot from Theory of Planned Behavior Perspective Fauziah; Novita Diana; Silvia Putri; Teuku Fadhli
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This qualitative study investigated student engagement in English language learning facilitated by Artificial Intelligence (AI) chatbots, utilizing the Theory of Planned Behavior (TPB) lens. Employing a narrative inquiry, this study explores the lived experiences and perceptions of 15 participants enrolled in a private higher education institution in Aceh, Indonesia. Data collection involved semi-structured interviews and focus group discussions to explore students’ attitudes, social influences, and perceived behavioral control. Thematic analysis was applied to analyze the data, revealing students’ attitudes towards AI chatbots influenced by perceptions of utility and social norms. Participants had to deal with both their personal views and things happening around them, like support from others or access to technology, as they used AI chatbots to help them learn English. This study emphasizes the importance of considering sociocultural contexts and user experience in the design and implementation of AI-driven educational tools. The findings support previous research highlighting the importance of user attitudes, social influences, and perceived control in shaping students' engagements with technology in educational contexts. The insights gleaned from this research contribute to the broader discourse on technology-mediated language learning and inform strategies for enhancing student engagement in English language education.  
Co-Authors Basion Salman Cut Indah Putri Diana Hernawati Farizawati Farizawati Farizawati Fauziah Fauziah Fitri, Mulia Ismail, Nika Aulia Anwar Jamaliah Jamaliah Masyitah Masyitah Maulina, Dina Mimien Henie Irawati Mohamad Amin Mulyani, Aulia Novita Diana Ramlan Ramlan Silvia Putri Siti Darwa Suryani Sugiantoro Sugiantoro Teuku Fadhli Vivi Novianti Zaiturrahmi Zaiturrahmi Zaiturrahmi