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All Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching Journal of English Language and Education JELLT (Journal of English Language and Literature Teaching) ELT Forum: Journal of English Language Teaching
Arif Suryo Priyatmojo
English Department Of Language And Arts Faculty, Semarang State University
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Journal of English Language and Education

 1 
Students’ Perception on the Use of AI-based Applications to Practice Pronunciation Fanania, Rangga Akmil; Priyatmojo, Arif Suryo
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1073

Abstract

Artificial Intelligence (AI) is now beginning to be integrated into language learning, particularly in pronunciation practice. However, there is a lack of research exploring students' perceptions and challenges in using AI-based applications for pronunciation practice, especially in the context of English as a foreign language (EFL) learning in Indonesia. This study aims to investigate students' perceptions and challenges toward the use of AI-based applications for pronunciation practice by applying the Technology Acceptance Model (TAM) by Davis (1989) and Challenges with the Use of AI in ELT/L framework by Crompton et al. (2024). The research employed a qualitative study with data collection through questionnaires and semi-structured interviews involving 34 English Language Education students. The study found that students view AI-based applications, specifically Google Translate, Elsa Speak and Duolingo, as effective and user-friendly tools that provide personalized feedback, repetitive practice, and flexible learning plans. Apart from that, students also feel that the apps help them to gain a better understanding about important features like consonants, intonation and stress. However, several challenges were identified, including technical problems, recognition errors, privacy concerns, and doubts about the accuracy of feedback. Despite these challenges, AI-based applications show promising potential to support pronunciation learning if there are further improvement to address existing limitations.
The Use of Instagram to Enhance Students’ Creative Writing Skills: A Systematic Literature Review Nugraheni, Sinthya Irawati; Priyatmojo, Arif Suryo
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1220

Abstract

Creative writing is essential in fostering students' ability to express ideas and emotions, yet it remains underemphasized in EFL classrooms due to perceived challenges and low motivation among learners. The rise of digital platforms, particularly Instagram, presents an opportunity to enhance creative writing by leveraging its multimodal and interactive features. Despite growing interest in social media’s educational potential, a comprehensive synthesis of Instagram’s role in creative writing instruction remains underexplored. This conceptual review examines how Instagram can support EFL students’ creative writing by analyzing 30 scholarly articles through a systematic literature review and VOS viewer-based keyword mapping. Findings indicate that Instagram’s visual and interactive affordances—such as captions, stories, and hashtags—effectively stimulate creativity, improve narrative construction, and foster engagement through peer feedback and authentic audiences. The platform also promotes digital literacy and learner autonomy by bridging formal and informal learning environments. However, challenges like digital distractions and privacy concerns necessitate structured pedagogical integration. The study concludes that Instagram, when used strategically, can enhance creative writing skills by aligning with students’ digital practices, though further research is needed to assess long-term impacts across diverse learner contexts. These insights offer practical recommendations for educators to design scaffolded, multimodal writing tasks that leverage Instagram’s features while addressing ethical considerations. The implications highlight the transformative potential of social media in making creative writing more accessible, engaging, and relevant for 21st-century learners.
Co-Authors A, Rizka D. A. A., Rizka D. A. A., Rizka D. A. Alfian Khabibi Dewi Kartika Endah Kartika Suryani Fanania, Rangga Akmil Fegasanti, Prahda Alifa Intan Permata Hapsari Nugraheni, Sinthya Irawati Putra, Pandu Perdana Putri Apriliani Rohani, Rohani Rudi Hartono Setiawati, Novita Setiawati, Novita Setyani, Dwi Putri Setyani, Dwi Putri Sri Suprapti Sri Wahyuni Sri Wuli Fitriati W, Widhiyanto