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All Journal Esteem Journal of English Study Programme Jurnal Sains Sosio Humaniora Journal of English Language and Education Transform : Journal of English Language Teaching and Learning Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris JEIT (Journal of Educational Innovations and Technologies) Al-Insan: Islamic and Humanities Perspectives Journal Journal Albion : Journal of English Literature, Language, and Culture
Sri Wahyuni
English Study Programm, STKIP Muhammadiyah Pagaralam, Indonesia
Religion Arts Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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The Impact of Social Media on English Writing Skills among EFL Learners: A Literature Review Ahmad Baktiar; Weli Weli; Sri Wahyuni
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 4 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i4.2844

Abstract

The integration of social media into English language learning has attracted increasing attention due to its potential to support language development beyond traditional classroom settings. This study aims to review and synthesize previous research on the impact of social media on English writing skills among English as a Foreign Language (EFL) learners. Employing a qualitative literature review approach, this study analyzes relevant scholarly articles, books, and research reports published predominantly between 2020 and 2026. The reviewed literature was examined through thematic analysis to identify major patterns, benefits, and challenges associated with the use of social media in writing instruction. The findings indicate that social media platforms such as Facebook, WhatsApp, Instagram, TikTok, and YouTube contribute positively to writing development by providing authentic language exposure, increasing writing practice opportunities, and facilitating peer interaction and collaborative feedback, which together support improvements in writing fluency and vocabulary development. However, several challenges were identified, including the frequent use of informal language, abbreviations, internet slang, and non-standard grammatical structures that may negatively affect formal academic writing. This review highlights that social media functions most effectively as a complement to, rather than a substitute for, structured writing instruction, with its benefits depending largely on appropriate pedagogical integration and guided use in educational contexts. The study contributes to the growing body of literature on technology-enhanced language learning by providing a comprehensive synthesis of both the benefits and limitations of social media use in EFL writing development.
Exploring Students’ Critical Awareness of AI-Assisted Writing in EFL Contexts: A Literature Review Mery Mawarni; Alya Chelsea Rizkyta; Rado; Sri Wahyuni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 15 No. 3 (2026): September, 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v15i3.74926

Abstract

The increasing integration of artificial intelligence (AI) in English as a Foreign Language (EFL) writing has significantly transformed students’ writing practices, particularly through the use of generative AI tools such as ChatGPT. This article critically discusses recent literature concerning students’ critical awareness in AI-assisted EFL writing contexts, focusing on studies published between 2022 and 2026. The discussion reveals that AI technologies provide various pedagogical benefits, including improvements in writing performance, learner autonomy, motivation, and accessibility. However, these advantages do not automatically develop students’ critical awareness in evaluating AI-generated content. The literature indicates that many students continue to rely on AI outputs without sufficient reflection regarding accuracy, relevance, ethical implications, and academic integrity. In addition, excessive dependence on AI may limit the development of higher-order thinking skills and reflective learning. The article also emphasizes the important role of pedagogical intervention in fostering critical digital literacy and responsible AI use in EFL writing instruction. Overall, the discussion suggests that critical awareness should become a central component of AI integration to ensure that AI functions as a supportive tool for meaningful, ethical, and sustainable learning.
The Impact of Using AI Technology to Support Learning For Students Amir Firdaus; Ripa Riani; Sri Wahyuni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 15 No. 3 (2026): September, 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v15i3.74927

Abstract

The integration of Artificial Intelligence (AI) in education has reshaped learning processes by influencing how students acquire knowledge, engage with materials, and develop academic skills. This article examines studies published between 2022 and 2026 to explore the impact of AI technologies on student learning outcomes. The findings indicate that AI tools, including intelligent tutoring systems, automated writing assistants, and adaptive learning platforms, significantly improve academic performance, motivation, engagement, and language proficiency. In addition, AI supports personalized, interactive, and independent learning while also reducing teachers’ administrative workload through automation. However, the literature also identifies key challenges, such as over-reliance on AI, ethical concerns related to academic integrity and data privacy, and unequal access to digital resources. Guided by Constructivist Learning Theory, Personalized Learning Theory, and the Technology Acceptance Model (TAM), this article emphasizes that AI effectiveness depends on pedagogical strategies, learner readiness, and institutional support. Overall, it provides insights for optimizing AI integration in education.
Speaking Anxiety in EFL Students and Its Impact on Language Performance Azalia Tri Amanda; Nora Safitri; Sri Wahyuni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 15 No. 3 (2026): September, 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v15i3.75114

Abstract

Speaking is one of the most important skills in English as a Foreign Language (EFL) learning because it enables students to communicate ideas, opinions, and information effectively. Despite its importance, many EFL students experience difficulties when speaking English due to feelings of anxiety. Speaking anxiety has become a common issue in language classrooms and is often considered a major obstacle to successful communication. This paper aims to discuss students’ speaking experiences in EFL contexts, examine the factors that contribute to speaking anxiety, and analyze its impact on language performance. The discussion highlights several causes of speaking anxiety, including psychological factors such as fear of negative evaluation, communication apprehension, and low self-confidence, as well as linguistic limitations and classroom-related factors. Furthermore, the paper explores how anxiety affects students’ fluency, confidence, participation, motivation, and overall speaking performance. Previous studies indicate that students who experience high levels of anxiety are more likely to avoid speaking activities and face difficulties in expressing their ideas effectively. The discussion also emphasizes the importance of supportive classroom environments and appropriate teaching strategies in reducing anxiety and promoting communication. In conclusion, speaking anxiety significantly influences language performance and should be addressed through continuous practice, positive learning experiences, and effective instructional approaches to help students become more confident and successful English speakers.
Teachers’ and Students’ Perspespectives on the Role of AI in English Language Learning Lista Handayani; Maha Rani; Sri Wahyuni
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1797

Abstract

The rapid growth in AI has dramatically changed the way people learn the English language. The present study explores AI integration in the learning process from the perspectives of teachers and students. Qualitative library research was conducted by collecting data from peer-reviewed journals, books, and online scholarly sources on AI applications in education and language learning. Findings indicate that AI offers learners personalized, adaptive, and culturally appropriate learning experiences. Teachers perceive AI to enhance instructional effectiveness and curriculum management, including differentiated instruction; however, professional training, data privacy, and curriculum alignment are mentioned as challenges. Students indicated that AI increases motivation, engagement, and self-regulated learning through interactive exercises and immediate feedback, while usability and guidance are crucial for successful learning. The study concludes that effective AI integration must balance teacher readiness and student engagement along with user-friendly design and continuous evaluation. These insights can help develop effective AI driven English learning strategies.
Artificial Intelligence in English as a Foreign Language Learning: A Study of Its Impact on Teaching and Learning Processes Laura Aditia; Okta Ulantari; Sri Wahyuni
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2001

Abstract

This study discusses how Artificial Intelligence (AI) is used in learning English and how it influences the teaching and learning process as a whole. Based on a library research, various AI tools such as chatbots, chat gpt, and adaptive learning applications can provide instant feedback and adjust lessons according to each student’s ability. The findings show that AI helps improve students’ motivation, communication skills, and learning efficiency. However, there are still challenges, including limited technology, unequal access to digital resources, and students becoming overly dependent on automation. Therefore, AI should be implemented in education ethically and collaboratively to support teachers and maintain a balance between technology and human interaction. AI tools like chatbots, personalized learning apps, and language processing software assist students in practicing English by giving quick feedback and adjusting to their learning pace (Rohmiyati, 2025, p. 8). Moreover, the use of AI technology provides significant benefits for teachers in addressing challenges in the digital era
Co-Authors Agispa Agis Ahmad Baktiar Alya Chelsea Rizkyta Amir Firdaus Azalia Tri Amanda Dia Fransisca Dwi Melansari Elisa Gustianti Fadilaturrahmah Fadilaturrahmah Imadona Imadona Ina Lestari Kurnia Febianti Kurnia Febianti Laura Aditia Lista Handayani Maha Rani Marsi Dhini Ramadhani Mery Mawarni Nepri Putri Jolanda Nora Safitri Okta Ulantari Rado Ripa Riani Tiansi Bronson Vivi Tamara Weli Weli Wice Oktaviani Yoga Pratama