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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education Journal of English and Education Lingua Cultura ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language Studies ELT Forum: Journal of English Language Teaching Indonesian Journal of Curriculum and Educational Technology Studies Tell : Teaching of English Language and Literature Journal POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching Indonesian EFL Journal UICELL Conference Proceeding Linguistic, English Education and Art (LEEA) Journal International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings Research and Innovation in Language Learning Voices of English Language Education Society JEES: Journal of English Educational Study Humaniora PROJECT (Professional Journal of English Education) ELT in Focus Journal of English Language Teaching Innovations and Materials (Jeltim) Elsya : Journal of English Language Studies Inspiring: English Education Journal Journal of Research on English and Language Learning (J-REaLL) Journal of Educational Experts (JEE) JURNAL ILMIAH GLOBAL EDUCATION Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Linguistic, English Education and Art (LEEA) Journal ALLURE JOURNAL Journal of Language and Literature Studies Studies in English Language and Education TELL - US JOURNAL ICONESTH NaCoLET Jurnal Pendidikan Progresif Journey: Journal of English Language and Pedagogy The Journal of English Literacy Education Pedagogy Review Jurnal Abmas
Purnawarman, Pupung
Indonesia University Of Education
Arts Humanities Computer Science & IT Dentistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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EXPLORING THE IMPACT OF AI TOOLS ON EFL LEARNERS' COMMUNICATION AND AUTONOMY Adrian Adrian; Pupung Purnawarman
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13433

Abstract

This study examines the impact of AI tools on EFL learners’ communication skills and learner autonomy across varying proficiency levels. Employing an exploratory mixed-methods design that combined a 15-item Likert-scale survey with open-ended questions, data were collected from 16 purposively selected EFL learners enrolled in an undergraduate English program at an Indonesian university. The small sample was deemed appropriate for qualitative exploration rather than statistical generalization. Grammarly was used primarily for writing correction and grammatical feedback; ChatGPT supported conversational practice and essay drafting; and Duolingo provided gamified vocabulary and pronunciation exercises. Participants reported improvements in grammar accuracy, vocabulary range, and writing confidence, with gains most pronounced among beginner and intermediate learners. Advanced learners, however, expressed frustration with idiomatic expressions and cultural nuances, identifying a ceiling effect in the utility of AI tools at higher proficiency levels. Regarding autonomy, participants described using the tools for self-directed error review and goal setting, yet several acknowledged a tendency toward passive dependency, accepting AI corrections without critical reflection. These findings suggest that AI tools can complement traditional instruction but require human oversight, blended feedback strategies, and teacher scaffolding to ensure cultural and linguistic appropriateness. This study contributes to emerging research on AI in EFL by foregrounding learner autonomy and contextual challenges as proficiency-dependent variables that prior single-level studies have not fully addressed.
An Investigation of Teachers’ Roles in Implementing Project-Based Learning in Elementary Education Rahmadila, Defitri; Purnawarman, Pupung; Setyarini, Sri
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.57270

Abstract

Understanding the right way to effectively implement Project-Based Learning (PBL) in classroom situations while overcoming challenges such as student engagement in the classroom might be a huge issue for teachers. This research explores the experiences, perceptions, and challenges of an elementary school teacher implementing Project-Based Learning (PBL) in their classroom. Using a qualitative approach within the framework of Vygotsky’s theory on socio-cultural, the study focuses on one teacher selected through purposive sampling based on their experience with PBL. Data collection involves semi-structured interviews to understand the teacher’s strategies, challenges, and perceptions. The findings reveal that teachers perceive themselves primarily as facilitators, emphasizing their role in creating a supportive learning environment that fosters student engagement and enhances learning outcomes. While the study highlights the positive impacts of PBL on student collaboration and critical thinking, it also identifies potential obstacles, such as time management and diverse student needs. Additionally, the research suggests the necessity for further investigation into the long-term effects of PBL on student development, as this aspect was not fully addressed in the current study.
Indonesian EFL university students’ ChatGPT acceptance: a cross-sectional study Aji Budi Rinekso; Rojab Siti Rodliyah; Pupung Purnawarman; Nenden Sri Lengkanawati
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.24855

Abstract

Informed by the technology acceptance model (TAM), this cross-sectional study investigated to what extent ChatGPT is perceived by English as a foreign language (EFL) university students. A total of 149 Indonesian EFL university students took part in filling out a questionnaire representing the five variables of TAM including perceived ease of use (PEU), perceived usefulness (PU), attitude toward using (ATU), behavioral intention to use (BIU), and actual use (AU). The data were analyzed based on partial least square structural equation modelling (PLS-SEM) using SmartPLS v.4. The results showed that all of TAM variables contributed to explaining the participants’ use of ChatGPT, except the path ATU─BIU (p=0.229), which was not significant due to the overshadowing influence of perceived usefulness. This indicated that the participants were mainly motivated by the practical benefits of ChatGPT in enhancing language learning. Therefore, this study suggests that educators and curriculum designers might consider integrating ChatGPT’s utility into language learning tasks to foster students’ effective yet critical engagement with the tool. Pedagogically, this study provides empirical evidence on the potential of ChatGPT to be adopted in future university-level language education, while acknowledging the need for further research on its limitations.
Effective English teachers in online EFL learning: A post-pandemic reflection on students perspectives Fitri Agustin; Didi Suherdi; Pupung Purnawarman
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30124

Abstract

In the framework of conventional academic settings, there have been a large number of studies on the qualities of effective teachers; however, studies in the context of online environments seem to be scarcely documented in the literature. This explanatory sequential mixed-method study of 224 secondary school students, 21 of whom were interviewed in detail, examined their perspectives on effective teacher characteristics in online EFL instruction. This study differed from earlier investigations of the qualities of effective teachers in terms of its research site and inquiry emphasis. The results of the surveys and interviews provided students judgments of effective teacher traits in terms of roles, professional abilities, personal qualities, and pedagogical expertise. According to the results of the polls, the most significant criteria for effective online learning management were instructors classroom management roles and their professional skills. The interviews stressed the importance of teachers qualities in managing classrooms and their pedagogical knowledge. In an online EFL instruction, students needed their teachers to scaffold them and explain what they should do with the lesson and the procedures they should follow for activities and assignments. In addition, the interviews validated teachers capacity to establish a favorable rapport with the students to facilitate their meaningful learning. As this study identified teachers professional abilities in managing online learning as a requirement, an online-learning-based professional development program for teachers is highly recommended as the most plausible alternative for the post-pandemic reflection of this current study.
Amplifying Voices: Enhancing EFL Speaking through Video-Based Assessment Atha Ghina Zaim, Dhiya; Setyarini, Sri; Purnawarman, Pupung
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.57825

Abstract

Speaking is a fundamental skill in English language learning, yet many students face various challenges in developing it effectively. To address these issues, several strategies can be implemented, one of which is video-based assessment. This study investigates the impact of video-based assessment on students’ speaking performance and explores their responses to its implementation. A qualitative research design was employed, involving the use of video-based tasks and interviews with participants. The assessment procedure followed step-by-step guidelines adapted from Dal (2010), based on the Task-Based Learning framework proposed by Willis (1996). The participants were 11th-grade high school students. The results showed that nearly all students experienced improvements in their speaking scores from the first to the third video submission. An increase was also observed in the class average score. In addition, score classification using Harris’s (1974) criteria indicated a shift from lower to higher performance categories. Students expressed positive responses toward video-based assessment, citing benefits such as increased self-confidence, reduced nervousness, enhanced creativity, greater opportunities to practice English outside of class, improved speaking skills, self-reflection, and a platform to share personal interests. Despite these benefits, students also encountered some challenges, including repeated video recordings, editing difficulties, sound issues, and limited phone storage capacity.
Enhancing Critical Speaking Through Task-Based Learning in Madagascar’s Rural Education Context Narovana, Andriamiarana; Setyarini, Sri; Purnawarman, Pupung; Léa, Norolalao Hanta
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4643

Abstract

English is the third most spoken language in Madagascar, after French, the national language, and Malagasy, the native language, yet its teaching in rural schools remains challenging due to limited exposure, insufficiently trained teachers, and curriculum constraints. This study focuses on investigating the contribution of the task-based approach to learners’ development of critical speaking, as it helps them use language critically in their everyday lives and enhances their communicative competence. This study also explores the challenges learners face in class that limit their critical speaking development. Utilizing a qualitative approach, data were collected through semi-structured online interviews with two English teachers from junior and senior high schools. The findings reveal that learners from senior high school have improved their speaking skills and critical expression through a task-based approach (role play, debates). In contrast, those from junior high school are still taught through a teacher-centered approach, as they are beginner-level students with limited prior exposure to English; thus, their critical ability is still low. The most significant challenges encountered while developing critical skills are learners’ difficulty in mastering the language itself and the curriculum's extensive content, which must be taught and mastered within a short timeframe. These results highlight the need for curriculum reform that prioritizes communicative tasks, scaffolding at lower levels, and increased instructional time for English. This study contributes to a deeper understanding of classroom practice in rural areas of Madagascar by exploring strategies that foster learners' communicative and critical skills within an English as a Foreign Language setting.
Formative Assessment and Self-Regulated Learning during Pandemic Era Ai Fatmawati; Pupung Purnawarman; Didi Sukyadi
Tell : Teaching of English Language and Literature Journal Vol 9 No 2 (2021): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v9i2.9305

Abstract

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.
Enhancing Confidence and Reducing Anxiety: Zoom Meetings in EFL Speaking Practice Raden Hasby Isnaindy Fasa; Fazri Nur Yusuf; Pupung Purnawarman; Noraini Binti Said
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp59-73

Abstract

Speaking anxiety represents one of the most persistent barriers to oral language development among EFL learners in higher education, yet the specific mechanisms through which technology-mediated presentation environments address this challenge remain insufficiently understood. This study explores EFL students' experiences and perceptions of Zoom Meeting-based presentations, with particular attention to how specific platform features help reduce speaking anxiety and enhance speaking confidence in an Indonesian university context. A qualitative case study design was employed, involving six purposively selected undergraduate EFL students enrolled in an advanced English-speaking program at a university language center in Indonesia. Data were collected over six weeks through three complementary sources: classroom observations, semi-structured individual interviews lasting 15 to 20 minutes, and document analysis of presentation slides, instructor feedback, and participant self-reflection essays. Data analysis followed Braun and Clarke's (2006) six-stage thematic analysis framework. Four principal themes emerged from the analysis. First, Zoom's camera control and hidden notes features were perceived as meaningful anxiety-reducing affordances, enabling students to redirect cognitive attention from self-presentation concerns toward linguistic performance. Second, private rehearsal capabilities significantly enhanced students' sense of preparedness before formal presentations. Third, interface customization options supported improved focus and a sense of environmental control during delivery. Fourth, participants identified notable constraints, including technical difficulties, audio latency, and reduced authentic communicative interaction due to limited nonverbal feedback. The findings suggest that Zoom's platform-specific affordances may support confidence development and anxiety management in EFL presentation contexts, particularly for learners with heightened speaking anxiety. However, these benefits appear to be contingent on deliberate pedagogical design that treats the platform's supportive features as temporary scaffolds rather than permanent accommodations and progressively reintroduces authentic communicative demands as learners' confidence grows. Keywords: Online presentation, Technology-mediated language learning, Speaking anxiety, Zoom meeting
An evaluation of English e-book ‘Think Globally Act Locally Sri Meiweni Basra; Pupung Purnawarman
Journal on English as a Foreign Language Vol 8 No 1 (2018): Issued in March 2018
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i1.647

Abstract

This research investigated whether the 2013 curriculum English electronic book (e-book) ‘Think Globally Act Locally
Indonesian English as A Foreign Language Teachers’ Perception on Technology for Assessment Dedek Ajeng Okta Triyana; Pupung Purnawarman
Jurnal Ilmiah Global Education Vol. 7 No. 3 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i3.5935

Abstract

This study investigates teachers’ perceptions of technology as an assessment tool in English as a Foreign Language (EFL) classroom, focusing on the integration of digital tools to enhance educational practices. The researchers use qualitative descriptive method that includes two instruments such as questionnaire and interview. It highlights the transformative impact of technology on assessment methods, enabling diverse formats that cater to various learning styles and foster student engagement. While many EFL teachers express positive attitudes towards using technology—recognizing its potential for immediate feedback and streamlined processes—significant challenges persist. These include inadequate training, limited resources, and concerns about the reliability of online assessments, particularly in remote learning contexts. The study aims to fill a gap in existing literature by examining these perceptions within the Indonesian educational framework, emphasizing the need for ongoing professional development to empower teachers in effectively utilizing technology for assessment. Thought identifying common obstacles and proposing strategies to overcome them, this research contributes to enhancing the effectiveness of technology integration in EFL assessment practice.
Co-Authors Abasa, Zulhasmi Adrian Adrian Agustin, Fitri Agustrianita, Agustrianita Ahmad Kailani, Ahmad Ai Fatmawati Aji Budi Rinekso Alexandro, Marco Ari S. Shidiq Arigusman, Anggi Arigusman, Anggi Astuti, Elysa Ratna Atep R. Nurhadi Atha Ghina Zaim, Dhiya Bachrudin Musthafa Basra, Sri Meiweni Berlin, Astri Winandari Cicih Nuraeni Dedek Ajeng Okta Triyana Delsi Mitra, Delsi Diah Royani Meisani Didi Suherdi Didi Suherli Didi Sukyadi Dini Dwi Apriani Elis Homsini Maolida Elysa Ratna Astuti Emi Emilia Erwin Pohan Fazri Nur Yusuf Felayabi, Hasbie Fitri Agustin Fitri, Auliana Gusti Viranda Chorena Hayuni R. Widarti Hidayat, M. Fadhil Husain, Balqis Iin Inawati Imelda Wahyuni Husein Indri Eka Pertiwi Iranita Sitohang Ismiati Purwaningsih Subiana Isra F Sianipar Isry Laila Syathroh Isry Laila Syathroh Kaniadewi Suci Léa, Norolalao Hanta Lia Novita Lulu Laela Amalia Marco Alexandro Maryono, Geby Devtiana Meekaeo, Panusak Muhammad Handi Gunawan Nabung, Adrianus Nahadi Nainggolan, Bernard Richard Narovana, Andriamiarana Nenden Sri Lengkanawati Noraini Binti Said Nur Yusuf, Fazri Nurhaeni Nurhaeni Ode, Muhamad Acep Qurrotu A. Zahran Raden Hasby Isnaindy Fasa Rahmadila, Defitri Ramadhani, Fadhil Rani Aryanti Rukmana Refi Aksep Sativa Rojab Siti Rodliyah Romadhon Romadhon Ruswandi, Syilva Adisty Santoso, Nur Amanah Septiya Yuza Soraya, Kiky Sri Meiweni Basra Sri Setyarini Subiana, Ismiati Purwaningsih Sudana, Dadang Sudrajat, Winny Nur Ardy Suharno Suharno Suherdi, Didi Surya Aulia Sukarman Syairofi, Ahmad Triannisa Rahmawati Triarisanti, Risa Triulandari, Aisyah Tsara Desiana Akmilia Uun Muhaji Wachyu Sundayana Wachyu Sundayana, Wachyu Wahyu Permata, Indah Wahyuni, Emi Nurul Wardiman, Sri Setyarini Wibowo, Enggar Pangesti Winny Nur Ardy Sudrajat Wiwi Siswaningsih Yola Savitri Yudi Lesmana Yuza, Septiya