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All Journal Jurnal Penelitian dan Evaluasi Pendidikan IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE SALTeL Journal (Southeast Asia Language Teaching and Learning) ELITE Journal: Journal of English Linguistics, Literature, and Education Inspiring: English Education Journal FOSTER: Journal of English Language Teaching Kuriositas: Media Komunikasi Sosial dan Keagamaan International Journal of Health, Economics, and Social Sciences (IJHESS) LETS: Journal of Linguistics and English Teaching Studies DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Al-Irsyad: Journal of Education Science Journal of English Language Teaching and Literature (JELITA) PESHUM e-Journal of ELTS (English Language Teaching Society) Asian TESOL Journal CSR International Journal Edumaspul: Jurnal Pendidikan AL-MAIYYAH: Media Transformasi Gender dalam Paradigma Sosial Keagamaan Journal of English Education (Indolish)
Mujahidah
Institut Agama Islam Negeri Parepare
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Deep Learning-Based Adaptive Practice Improves Vocabulary Mastery Among Indonesian EFL Learners Henryani; Zulfah; Abdul Haris Sunubi; Mujahidah; Magdahalena Tjalla
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10788

Abstract

This study investigated the effectiveness of Deep Learning-Based Adaptive Practice (DLBAP), an instructional approach grounded in meaningful learning, retrieval practice, spaced repetition, and adaptive reinforcement rather than artificial intelligence-based deep learning, in improving English vocabulary mastery among Indonesian junior secondary EFL learners. The research addressed whether DLBAP was more effective than conventional vocabulary instruction in enhancing students’ vocabulary breadth, vocabulary depth, retention, and productive vocabulary use. The study employed a quantitative quasi-experimental design with a pre-test, post-test, and delayed post-test control group design. The participants consisted of 30 eighth-grade students of MTsS PP Nurul Haq Benteng Lewo, South Sulawesi, Indonesia, divided into an experimental group and a control group. Data were collected through vocabulary tests, classroom observations, and field notes. The experimental group received DLBAP through contextual exposure activities using CoSpaces Edu and adaptive reinforcement using Wordwall, while the control group received conventional instruction. Data were analyzed using descriptive and inferential statistics, including independent and paired samples t-tests. The findings revealed that the experimental group achieved substantially higher vocabulary mastery than the control group, with mean scores increasing from 68.53 in the pre-test to 93.53 in the post-test and remaining relatively high at 89.20 in the delayed post-test. Independent-samples t-test analysis indicated a statistically significant difference between the experimental and control groups in post-test performance (p < .05), with a large practical effect size. The experimental group improved from a mean score of 68.53 in the pre-test to 93.53 in the post-test and maintained a relatively high score of 89.20 in the delayed post-test. The findings indicate that integrating contextual learning, retrieval practice, spaced repetition, and adaptive reinforcement can significantly strengthen sustainable vocabulary learning and support technology-enhanced EFL instruction.
SPEAKING DIFFICULTIES OF INTROVERT AND EXTRAVERT EFL STUDENTS: A PSYCHOLINGUISTIC ANALYSIS THROUGH LEVELT'S MODEL Rezki Mawlani; Kalsum Kalsum; Zulfah Fakhruddin; Mujahidah
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6358

Abstract

Speaking is a crucial yet challenging productive skill for English as a Foreign Language (EFL) learners because it demands the simultaneous processing of several linguistic components in real time. Beyond linguistic limitations, personality traits such as introversion and extraversion shape how learners cope with the cognitive and affective pressure of speaking. However, most existing studies compare speaking achievement scores rather than the internal processes through which speech is produced. This study investigates the speech disfluencies and speaking difficulties of introvert and extravert students from a psycholinguistic perspective by mapping them onto the stages of Levelt's Speech Production Model: conceptualization, formulation, and articulation. Using a qualitative descriptive-exploratory design, we involved 15 second-semester undergraduate students of Class A at IAIN Parepare, selected through purposive sampling based on the extraversion dimension of the Big Five Inventory. Data were gathered through a picture description task, a retrospective think-aloud protocol, and semi-structured interviews, then coded into six disfluency tokens and traced to specific production stages. The findings show that extravert learners lean toward communicative fluency, using filled pauses and spontaneous translanguaging as floor-holding strategies during formulation, whereas introvert learners prioritize accuracy through extended silent pauses, repetitions, and self-correction driven by intensive internal monitoring. The study contributes a stage-specific mapping of how personality modulates the internal mechanisms of L2 speech production at the tertiary level.
Paraphrasing Techniques and Challenges in EFL Academic Writing: Evidence from Indonesian University Students Alsa Dzulhijayani Ali; Mujahidah Mujahidah; Zulfah Fakhruddin; Maghdahalena Tjalla
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.425

Abstract

This study investigates paraphrasing techniques, quality, and challenges in EFL academic writing among undergraduate students at IAIN Parepare, Indonesia. Adopting a qualitative approach, data were collected from a paraphrasing test and semi-structured interviews involving 19 English Education students. The analysis integrates Pieterick’s framework of paraphrasing strategies, Keck’s taxonomy of paraphrasing quality, and Shi’s model of learner challenges, supported by thematic coding using NVivo 15. The findings reveal that semantic strategies, particularly synonym substitution, are the most dominant technique (42%), indicating students’ reliance on surface-level transformations. In terms of quality, the majority of students (84%) fall into the Moderate Revision category, suggesting partial modification with limited structural and conceptual transformation. The study also identifies linguistic and cognitive challenges as the primary constraints, including limited vocabulary and difficulties in comprehending and reconstructing meaning from source texts. These findings demonstrate that paraphrasing is a complex cognitive-linguistic process shaped by the interaction between language proficiency and higher-order thinking skills. The study contributes to the literature by proposing an integrated perspective that links paraphrasing strategies, quality, and learner challenges within a unified analytical framework. Pedagogically, the findings highlight the need for instructional approaches that move beyond synonym substitution toward developing critical reading, vocabulary expansion, and idea restructuring skills to support more effective and original academic writing.
Examining Positive and Negative Impacts of Artificial Intelligence in English as a Foreign Language Learning: A Case Study at IAIN Parepare Mujahidah; Yulie Asni; Muajiz Muallim; Ahmed Sardi; Suherman
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 9 No. 1: January 2026
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v9i1.174

Abstract

This research examines students' perceptions of Artificial Intelligence (AI) in learning English as a Foreign Language (EFL), focusing on their views regarding its benefits and challenges. Conducted at the English Language Education Study Program, Tarbiyah Faculty, IAIN Parepare, this study involved 30 students selected through random sampling to ensure generalizability. A qualitative approach was employed, utilizing structured interviews and Focus Group Discussions (FGDs) to gather insights into students’ experiences with AI tools such as Elsa Speak, Duolingo, and Google Assistant. Data were analyzed thematically to identify recurring themes and key perspectives. The findings revealed that students perceive AI as both advantageous and limiting in their EFL learning journey. On the positive side, AI was seen as increasing motivation, boosting confidence in speaking, and providing practical opportunities for self-directed learning. However, students also expressed concerns regarding overreliance on AI tools, decreased creativity in language production, and AI's inability to adapt to individual learning styles and personalities. Additionally, some participants worried about AI’s potential impact on future job opportunities. The study concludes that while students generally view AI as a valuable aid in EFL learning, they recognize the need for a balanced approach. Educators and learners should integrate AI with traditional learning methods to enhance effectiveness while minimizing its limitations. Future research should further explore students' long-term perceptions of AI and its role in diverse EFL learning contexts.
Co-Authors Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Achmad Sochabat Ahdar Ahmad Jafar Ahmed Sardi Ali Halidin Alsa Dzulhijayani Ali Ambo Dalle Ambo Dalle Ambo Dalle Amzah Selle Amzah Selle Andi Novita Sari Ramadhani Anwar Areski Wahid Arif Rahman Arqam Arqam Arqam, Arqam Besse Ummi Kalsum Eralisa Erniati Burhan Evi Karmila Faridah Abdul Rauf Hadijah Hamdanah Hamdanah Harpia Haslinda Haslinda Hasriani Henryani Herni Tri Handayani Hidayat, Wahyu Ilyas S Indah Sulistiawati Irmayanti Ishak Kalsum Kalsum Kasmiati Usman Kiki Rezki Ananda Kisman Salija Magdahalena Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Maghdahalena Tjalla Maghdahalena Tjalla Miftahul Jannah Mohammad Musab bin Azmat Ali Muajiz Muallim Muh. Yusuf Muhammad Asfah Rahman Muhammad Zuhri Dj Muhammad Zuhri Dj Munawir Muthyaningsih Rahmadhani Mutmainnah Mutmainnah Muzakkir Muzakkir Nanning Nirwana Nisra Nita Amanda Aprilia Nasrun Norzulya Aries Nur Asiza Nur Asmawati Nurhamdah, Nurhamdah Nurjannah Nurjannah Nursida Nursida Nurul Khalifah Rusni Prawito Prawito Ratnawati Ratnawati Resneri Daulay Rezki Mawlani Saepudin Sahrul Sahrul Siti hasrina St Asriati St. Aminah Suherman Sulastri Sulastri Sulastri Wahyu Hidayat Yulie Asni Yulie Asni Zulfah Zulfah Zulfah Fakhruddin Zulfah Fakhruddin