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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics Tell : Teaching of English Language and Literature Journal Edulitics (Education, Literature, and Linguistics) Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Education and Human Development Journal Indonesian Journal of Humanities and Social Sciences Didaktika: Jurnal Kependidikan Jurnal Pendidikan Bahasa Inggris Proficiency Journal of English Development Academic Journal Perspective : Education, Language, and Literature Indonesian Journal of Humanities and Social Sciences English Education: English Journal for Teaching and Learning Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Irwan Sulistyanto
Universitas Islam Kadiri
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Fostering EFL Students’ Academic Literacy: Students' Perception Using Elicit AI Irwan Sulistyanto; Angga Prasongko; Zidan Maghfiro Tannaka
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 2 (2025): July - December 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i2.11361

Abstract

Elicit AI is an artificial intelligence–powered research assistant designed to help users locate, evaluate, and synthesize scholarly sources efficiently. As the use of AI tools in higher education continues to expand, there remains limited empirical research on how such tools are perceived and utilized by English as a Foreign Language (EFL) students, particularly in supporting academic literacy skills such as sourcing and managing references for thesis writing. Addressing this gap, the present study examines English Education students’ perceptions of Elicit AI as a tool for enhancing academic literacy. Using a mixed-method design, data were collected from 21 sixth-semester students through questionnaires and interviews. Results show that 75% of students perceive Elicit AI as useful, 82% find its feedback effective, and 67% report an increase in motivation and engagement. While descriptive data suggest gender neutrality, One-Way ANOVA reveals a significant difference between male and female students. These findings highlight Elicit AI’s potential to foster academic literacy and engagement in EFL contexts. Limitations include the small sample size and reliance on self-reported data. Future research should investigate broader demographics and curriculum-level strategies for the equitable and ethical integration of AI in language education. Overall, Elicit AI demonstrates strong potential as a supplementary tool for fostering academic literacy and supporting students’ engagement in higher education
Student’s Metacognitive Awareness in Mobile based Reading Test Nur Kamilatur Rosyidah; M. Syaichul Muhyidin; Irwan Sulistyanto
Journal of ELT, Linguistics, and Literature Vol 12 No 1 (2026): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Universitas Uluwiyah Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/h4nwr533

Abstract

The growing use of mobile-based assessment platforms has changed the ways students interact with reading tasks and created new cognitive challenges during reading. The purpose of this study was to find out the implementation of metacognitive awareness of English Education students in the mobile-based reading test, the challenges faced by the students and the strategies used to overcome the challenges. This study used a qualitative approach with a phenomenological design. The participants were seven students of the second semester of the English Education Study Program at the Islamic University of Kadiri, Indonesia. Data were collected by means of semi-structured interviews and analyzed through transcription, coding, thematic analysis and phenomenological interpretation. The findings resulted in three major themes. First, students experienced metacognitive awareness through planning, monitoring and self-regulation strategies including goal setting, text previewing, activating prior knowledge and evaluating comprehension while reading. Second, participants encountered several metacognitive challenges such as concentration, understanding complex texts, unfamiliar vocabulary, and technical limitations (scrolling and limited screen displays). Thirdly, students used a variety of adaptive strategies to tackle the challenges, including rereading, minimizing distractions, utilizing translation apps like Google Translate, and highlighting key information on the screen. The findings suggest that metacognitive awareness plays a significant role in helping students regulate their comprehension and adapt to the cognitive demands of mobile-based reading environments. This study adds to the expanding literature on metacognition and digital reading by offering an understanding of students lived experiences in technology-mediated assessment contexts.
Students’ Experiences in an LMS‑Based Basic Reading Course: A Narrative Inquiry Irwan Sulistyanto; Erwin Hari Kurniawan; Angga Prasongko; Wildan Isna Asyhar; Krisna Adi Prayoga
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): VOLUME 14 NO 01 JUNE 2026
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.19788

Abstract

This study explores first‑semester students’ experiences in navigating an LMS‑based Basic Reading course at an Indonesian university. The transition into digitally mediated reading instruction often introduces emotional, technical, and cognitive challenges for novice LMS users. Using a narrative inquiry approach, three students were interviewed to capture their learning trajectories, difficulties, and evolving perceptions across a 16‑session semester. The findings indicate that students initially struggled with LMS navigation, digital submission procedures, and unstable internet connectivity, which triggered confusion, anxiety, and fear of missing deadlines. As they gained procedural familiarity through repeated exposure, peer support, and independent exploration their confidence increased and emotional tension gradually decreased. The LMS was perceived to offer benefits such as centralized materials, flexible access, and efficient task management, although issues related to unclear notifications and inconsistent deadline settings remained problematic. This study highlights that LMS‑mediated reading instruction can enhance autonomy and accessibility for novice learners, but its effectiveness depends on reliable infrastructure, transparent digital guidelines, and structured onboarding to support students’ emotional and academic adjustment.
Utilizing LMS for EFL reading classes: A student survey approach Sindi Tia Umarlinda; Irwan Sulistyanto; Erwin Hari Kurniawan
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41015

Abstract

This study explores students’ perceptions of university Learning Management System (LMS) in English learning, particularly in supporting reading activities. Using a quantitative descriptive design, data were collected from 2nd, 4th, and 6th semester English education students through a structured questionnaire. The instrument consisted of closed-ended Likert scale questions and an open-ended question for suggestions. Data were analyzed using SPSS version 27 for descriptive statistics, and open-ended responses were thematically summarized. Findings indicate that students generally perceive LMS positively regarding usefulness, ease of use, ease of learning, and satisfaction. They found it helpful for managing assignments, accessing materials, and supporting independent learning. However, suggestions from students highlight areas for improvement, such as adding notification features, improving server reliability, simplifying the interface, and providing user training. These results reflect the importance of not only technical functionality but also user experience in educational technology. The findings contribute to the field of English language learning by emphasizing the role of LMS in facilitating reading comprehension and learner autonomy. This study also offers practical implications for LMS developers and educators, encouraging more user-centered design and continuous improvement to optimize digital learning environments in higher education.
Fostering Reading Comprehension: Exploring EFL-Students’ Perception Using Quizizz and Its Relation to Their Proficiency Irwan Sulistyanto; Krisna Adi Prayoga
Tell : Teaching of English Language and Literature Journal Vol 13 No 1 (2025): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i1.25618

Abstract

This study explores EFL students' perceptions of using Quizizz as an assessment tool in Basic Reading class and examines its correlation with their reading proficiency. A survey was conducted among 25 students using a closed-ended questionnaire, and their reading proficiency was assessed using final test scores. The findings reveal that students generally have a positive perception of Quizizz, particularly in terms of its interactive features, motivation enhancement, and immediate feedback. Correlation analysis indicates a significant relationship between students' perceptions and their reading proficiency, suggesting that higher engagement with Quizizz is associated with better reading outcomes. However, some technical difficulties and accessibility challenges were noted, emphasizing the need for additional training and support. The study concludes that integrating Quizizz in reading instruction enhances student engagement and proficiency, though further research is needed to explore long-term effects and broader implementation strategies.
Co-Authors Adry Nurdina Fajriah Agustyas, Ricky Dwi Angga Prasongko Angga Prasongko Aryo Rama Genis Asmiladi Asrotinengseh, Asrotinengseh Damashola, Alfina Dina Azmi Imada Erwin Hari Kurniawan Erwin Hari Kurniawan Fahma Liddini Hanifah Fajriah, Adry Nurdina Ismawardani, Betty Mahardica Krisna Adi Prayoga Lely Setyawati Kurniawan Lutfi Darmansyah M. Syaichul Muchyidin M. Syaichul Muhyidin Megazain, Hamim Muchyidin, M. Syaichul Musafik, H.M Naim Nur Fajar Nur Kamilatur Rosyidah Pamungkas, Dewi Sari Prayoga, Krisna Adi Prellany, Nindy Putri, Kristanti Yuntoro Rossi Dila Agustina Setyawan, Wawan Herry Silviana, Devi Sindi Tia Umarlinda Tannaka, Zidan Maghfiro Thaharnunu, Margaretha Maurits Wildan Isna Asyhar Yuslia Styawati, Yuslia Zidan Maghfiro Tannaka