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All Journal SALEE: Study of Applied Linguistics and English Education LEOTECH: Journal of Learning Education and Technology DUTIES: Education and Humanities International Journal Journal of Modern Approaches to Communication, Humanities, and Academia
Zahratun Nufus
STAI Rasyidiyah Khalidiyah (Rakha) Amuntai
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Augmented Reality Comic-Based Learning: Its Impact on Student Learning Independence, Digital Literacy, and Literacy Achievement in Elementary Education Zahratun Nufus; Saleman Mashood Warrah
LEOTECH: Journal of Learning Education and Technology Vol. 3 No. 1 (2026): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v3i1.340

Abstract

The rapid advancement of digital technology in the Industry 4.0 era necessitates innovative instructional media capable of fostering independent learning, digital literacy, and literacy achievement among elementary school students. This study examines the effectiveness of Augmented Reality (AR)-based comic learning media in enhancing learning independence, digital literacy, and literacy achievement. A quantitative descriptive research design was employed, involving 78 fifth-grade students from two elementary schools in Cirebon City selected through total sampling. Data were collected using closed-ended questionnaires to measure learning independence and digital literacy, along with essay tests to assess literacy achievement. Instrument validity and reliability were evaluated using Partial Least Squares Structural Equation Modeling (PLS-SEM), while Multivariate Analysis of Variance (MANOVA) was applied to examine the simultaneous effects of school differences on the three dependent variables. The results indicate a significant multivariate effect of school context on the combined variables. Post hoc analysis reveals that school differences significantly influence literacy achievement, whereas differences in digital literacy and learning independence are not statistically significant. Correlation analysis demonstrates a strong association between digital literacy and learning independence, but no direct relationship with literacy achievement. These findings suggest that AR-based comics effectively enhance students’ literacy performance through immersive visualization and narrative engagement, while behavioral competencies such as learning independence and digital literacy require sustained implementation and pedagogical support. This study contributes an adaptable AR comic-based learning model suitable for elementary education, particularly in resource-limited schools, and provides empirical evidence of the integrated cognitive and behavioral impacts of immersive digital learning media.
ChatGPT's Handling of L2 Learners’ Fossilized Errors: A Linguistic Evaluation Zahratun Nufus; Saleman Mashood Warrah
DUTIES: Education and Humanities International Journal Vol. 1 No. 2 (2025): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v1i2.219

Abstract

This study investigates ChatGPT’s capacity to address fossilized grammatical errors in English as a Foreign Language (EFL) learners’ academic writing. Through a mixed-methods design, a controlled corpus of 500 hypothetical sentences containing persistent error types, such as verb tenses, articles, prepositions, and non-idiomatic expressions, was submitted to ChatGPT-4. Quantitative analysis evaluated correction accuracy using standard metrics (precision, recall, F-score), while qualitative content analysis assessed the pedagogical appropriateness and consistency of ChatGPT’s feedback. Results showed high accuracy in correcting rule-based structures (e.g., subject-verb agreement), but significantly lower performance for context-sensitive and fossilized errors. While ChatGPT often provided clear corrections, its feedback frequently lacked explanatory depth, contextual sensitivity, and scaffolding necessary for promoting learner noticing and long-term acquisition. These findings suggest that although ChatGPT can effectively support surface-level proofreading, it cannot fully substitute the role of human instructors in addressing deeply ingrained L2 errors. The study emphasizes the importance of explainable AI, AI literacy, and hybrid instructional models that combine technological efficiency with pedagogical intentionality. It offers implications for educators, curriculum developers, and AI tool designers seeking to integrate language models into second language acquisition contexts.
Voices in Transition: EFL Learners’ Interaction with AI Tools to Improve Speaking Zahratun Nufus; Pooveneswaran Nadarajan
MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia Vol. 1 No. 2 (2025): MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/matcha.v1i2.208

Abstract

This study explores how English as a Foreign Language (EFL) learners experience and make sense of their interactions with Artificial Intelligence (AI) tools to develop speaking proficiency. Using a narrative inquiry approach, in-depth interviews and reflective journals were collected from 12 learners who regularly used ChatGPT, ELSA Speak, Duolingo, and MySpeaker Rhetorich. Grounded in Sociocultural Theory and Swain’s Output Hypothesis, the analysis examined how AI mediated learners’ cognitive and affective engagement within their Zones of Proximal Development. Findings revealed that AI tools created psychologically safe spaces, reduced speaking anxiety, and provided immediate, precise feedback, fostering greater fluency, accuracy, and learner autonomy. Learners valued AI’s personalization and accessibility but also noted limitations in cultural nuance, humor, and emotional depth, positioning AI as a supplement rather than a substitute for human interaction. This study offers qualitative insights into the affective and social dimensions of AI-mediated speaking practice, highlighting strategies for integrating AI into EFL pedagogy to support both linguistic development and emotional readiness for communication.
Teacher’s Talk and Students’ Motivation in an English Classroom: Insights from a Case Study Zahratun Nufus; Nur Ifadloh; Alaa Hussein Jafar Al-Anbari; Sanjay Kumar Jha; Sayyidah Shalehah
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2311

Abstract

The context of English as a Foreign Language (EFL) learning, teacher’s talk is crucial to control classroom interactions and enhance language learning. This qualitative case study investigated how seventh-grade female students were motivated to learn English as a result of their teacher’s talk. The study used the Flanders Interaction Analysis Category System (FIACS) to classify teacher’s talk through classroom observations and interviews. The results revealed that giving instructions, asking questions, and expressing encouragement or praise were the most common ways teachers communicated. Students’ motivation and engagement were greatly enhanced by these verbal techniques. On the other hand, engagement was often hampered by the lack of student-centered discourse, such as accepting students’ opinions or using harsh criticism. A key novelty of this study is the exploration of gender dynamics, specifically how a male teacher communicates with an all-female class in an Islamic educational setting, a context rarely examined in prior research. The study highlights the importance of teacher communication strategies in fostering a supportive and motivating EFL classroom environment.
Co-Authors Alaa Hussein Jafar Al-Anbari Nur Ifadloh Pooveneswaran Nadarajan Saleman Mashood Warrah Saleman Mashood Warrah Sanjay Kumar Jha Sayyidah Shalehah