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All Journal IJEE (Indonesian Journal of English Education) Journal on English as a Foreign Language (JEFL) Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts) IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Borneo Educational Journal (Borju) TRANS-KATA: Journal of Language, Literature, Culture, and Education Lingua Borneo Journal of Language and Education Frasa: English Education and Literature Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series
Maria Teodora Ping, Maria Teodora
Universitas Mulawarman
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Behavioral Engagement and Overreliance on Grammarly Feedback: A Narrative Inquiry Syarifah Nur Aminah; Aridah Aridah; Iwan Setiawan; Maria Teodora Ping
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 6 No. 1 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v6i1.182

Abstract

Grammarly is a platform that enables automated feedback, such as paraphrasing, improving sentence structure, and grammar checking, to help students produce more accurate writing. Despite its usefulness, concerns exist about its potential to cause overreliance, especially among long-term users. However, limited research has examined how upper-intermediate students behaviorally engage with Grammarly. This study addresses the gap by exploring students’ behavioral engagement and examining whether it serves as a helpful tool or a source of overreliance. Using qualitative methods with a narrative inquiry design to collect responses, data were collected through in-depth interviews with three purposely selected participants who used Grammarly in the long term and were enrolled in an Advanced Writing class from Mulawarman University. Thematic analysis was used to identify themes by coding and comparing participants' narratives. This study found that students accepted feedback on clarity, grammar, and spelling, but often rejected unclear feedback. Their revision strategies involved several other platforms. Despite its benefits, students felt unsure about submitting their assignments without Grammarly checking, which indicates overreliance. This study highlights the need for students and educators to critically use Grammarly as a platform or a helpful tool to foster teaching effectiveness and the development of students' independent writing skills.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani Febiyani; Weningtyas Parama Iswari; Maria Teodora Ping; Susilo Susilo; Noor Rachmawaty; Syamdianita Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
Strategic Code-Switching in Indonesian EFL Classroom: Forms, Functions, and Students Perspective Yunita Maharani Azzahra; Aridah Aridah; Maria Teodora Ping; Syamdianita Syamdianita; A.K. Amarullah
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2318

Abstract

This study examined the forms and functions of lecturers’ code-switching in English as a Foreign Language (EFL) classroom interaction in Indonesian higher education. Using a qualitative descriptive design, data were collected through classroom observations and student interviews and analyzed thematically. The study focused on naturally occurring interactions across multiple lessons to capture authentic language use. The findings reveal three main forms of code-switching: inter-sentential, intra-sentential, and tag switching, with inter- and intra-sentential appearing more salient during explanatory and instructional sessions. Functionally, code-switching was used toexplain material, give instructions, check understanding, build rapport, and manage classroom behavior. Students reported that code-switching supported their understanding while still maintaining the use of English as the main instructional language. These results indicate that lecturers’ code-switching is a patterned and interactionally grounded practice, demonstrating how bilingual resources can be effectively leveraged to enhance learning outcomes and student engagement in Indonesian EFL classrooms.
Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels Rania Putri Wahyudi; Aridah; Istanti Hermagustiana; Ventje Kalukar; Maria Teodora Ping
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 2 (2025): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v8i2.5316

Abstract

This study aimed to describe the problems faced by university students in English speaking classes across different proficiency levels at one of the universities in East Kalimantan and their strategies to overcome the problems. This research used a quantitative survey method. The data was collected using a questionnaire divided into two sections, speaking problems and strategies, shared using Google Forms. 85 of 100 students answered the questionnaire. The findings revealed that the most prevalent problems were affective-related (68.7%) and linguistic-related (62.0%). Specifically, 83.5% of students reported fear of making mistakes, 82.4% struggled with overuse of their mother tongue, and 75.3% faced insufficient grammar knowledge. Beginner students exhibited the highest frequency of issues, with 100% acknowledging fear of mistakes, while intermediate and advanced students also reported significant affective and linguistic challenges, albeit at slightly lower rates (e.g., 86% and 74% for fear of mistakes, respectively). Coping strategies varied by proficiency level: beginners relied heavily on passive methods like watching movies (75%), while intermediate students incorporated more interactive strategies, such as peer practice (37.9%). Advanced learners demonstrated balanced strategies, including regular speaking practice (52.2%) and peer interaction (60.9%). The study results underline the need for tailored pedagogical interventions to support students’ emotional readiness and language competence, emphasizing the importance of strategic practice environments and personalized feedback.
Co-Authors A.K. Amarullah Achmad Ivansyah Obos Agitha Martha Laura Aridah Aridah Aridah Aridah, Aridah Arifin, M Bahri Asih, Yuni Utami Asrifan, Andi Bibit Suhatmady Fahrisky Azima Febiyani Febiyani Feti Fahmimroah Feti Fahmimroah, Feti Hambali, Muhamad Hasanah, Eni Uswatun Ida Wardani Istanti Hermagustiana Iwan Setiawan Iwan Setiawan Jojor Siahaan Kalukar, Ventje Jany Limbong, Effendi Maharani Illiyyin Zahra Noor Rachmawaty Nurchalis, Nur Fadillah Nurfitriana, Latifah Rahman , Andika Rania Putri Wahyudi Rubiyah, Rubiyah Rubiyah, Rubiyah Soe'oed, Rahmat Susilo Susilo Susilo Susilo Syamdianita Syamdianita, Syamdianita Syarifah Nur Aminah Tahir, Herlina Teguh Budiharso Thamrin, Abdul Rais Ventje Jany Kalukar Ventje Kalukar Weningtyas Parama Iswari Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yesi Herlina Yuni Utami Asih, Yuni Utami Yunita Maharani Azzahra