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Exploring ChatGPT as an AI-Powered Feedback Tool in EFL Writing: A Systematic Literature Review Sardi, Ahmed; Dollah, Syarifuddin; Abdullah, Abdullah
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

EFL writing presents challenges not only for students but also for teachers who must provide constructive feedback to promote student improvement. Given the substantial workload that teachers often face, there is a growing need for tools that can support the feedback process. The rise of Artificial Intelligence (AI), particularly tools like ChatGPT, has introduced new opportunities in the field of education. Its potential to assist in providing feedback has garnered significant attention. Several studies have explored students’ perceptions of receiving feedback through ChatGPT in EFL writing, with findings that vary in scope and sentiment. This study aims to explore students’ general perceptions of ChatGPT as a feedback tool, examining both its benefits and drawbacks as reported in the existing literature. Using the PRISMA Systematic Literature Review model, this research analyzes five out of 29 articles that met the inclusion criteria established for the review. The findings suggest that, in general, students have a positive perception of ChatGPT as a feedback provider. However, the data also indicate that ChatGPT cannot fully replace human feedback, such as that provided by teachers, due to the various advantages and limitations of the tool. These insights can serve as valuable guidance for teachers who are considering incorporating ChatGPT into their feedback practices for EFL writing. By understanding both the potential and the challenges of AI-driven feedback, teachers can make informed decisions on how best to support their students' writing development.
Pedagogical Approaches For Intercultural Awareness: A Qualitative Inquiry Into EFL Teaching Practice In Bima Hadijah Hadijah; Syarifuddin Dollah; Munir Munir
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.48787

Abstract

Intercultural awareness is becoming important in English as a Foreign Language (EFL) teaching, especially students will interact with people from different cultural backgrounds in the future. However, This gap can be understood through the lens of intercultural communicative competence (ICC) proposed by Michael Byram, which emphasizes not only linguistic skills but also attitudes, knowledge, and skills for interpreting and relating across cultures. This study investigates how five EFL teachers in Bima integrate cultural elements into their lessons and challenges in their teaching. A qualitative approach was used, involving classroom observations, interviews, and an analysis of lesson documents. The findings show that teachers do include cultural ideas in their teaching, but these moments are usually brief and not fully developed. Teachers often begin with local cultural to help students understand the cultures from other countries, and they adjust their teaching based on students’ reactions. Despite their efforts, teachers face several difficulties, such as students’ limited exposure to global cultures, strict curriculum requirements, sensitive cultural issues, and a lack of training and appropriate materials. Overall, the study shows that intercultural teaching in Bima is present but it does not consistent or deeply developed. More support, training, and resources are needed to help teachers promote intercultural awareness more effectively.
The Impact of Digital Learning Technologies on Students’ English Learning Strategies in the New Normal Era Sakkir, Geminastiti; Atmowardoyo, Haryanto; Dollah, Syarifuddin
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4290

Abstract

This study examines the impact of digital learning technologies on English learning strategies among secondary and tertiary students in the New Normal era, combining quantitative and qualitative perspectives. Quantitative data were collected from 206 English education university students via a Likert-scale questionnaire assessing technology use frequency, perceived usefulness, and learning strategy adoption. Qualitative data were gathered from senior high school students in South Sulawesi through an open-ended questionnaire on strategies, media, and study habits. Findings indicate that digital tools, particularly YouTube, Google Translate, online dictionaries, and mobile apps, are extensively used and perceived as beneficial across educational levels. Quantitative results show significant positive correlations between technology use and metacognitive, cognitive, and social-affective strategies. Regression analysis confirms that technology use and perceived usefulness predict strategy adoption. Qualitative findings reveal diverse student strategies such as independent study, media consumption, vocabulary memorization, and the use of both online and offline resources. The study concludes that digital technologies facilitate self-regulated, interactive, and resource-rich learning, offering pedagogical implications for technology-integrated language instruction in the post-pandemic era.
Exploring Teachers’ Challenges in Implementing Interactive Speaking Strategies for Low-Proficiency EFL Learners: A Qualitative Case Study Rahman, Iga; Dollah, Syarifuddin; Tahir, Muhammad
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.v7i2.379

Abstract

This study explores the challenges faced by teachers in implementing interactive speaking strategies for low-level students in the Speaking for Teens classes at Britania School of English (BSE). A qualitative case study design was employed to examine teachers’ experiences in real classroom contexts. The participants consisted of three English teachers, supported by nine students from three classes. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using data condensation, data display, conclusion drawing, and thematic analysis. The findings revealed that teachers encountered several challenges during interactive speaking activities, including noise distractions caused by classroom arrangements, student fatigue during after-school sessions, difficulties in understanding instructions, classroom management issues during games and group work, and the need to adjust activities to match students’ low English proficiency. These challenges were influenced by environmental, affective, linguistic, and pedagogical factors. The study concludes that difficulties in implementing interactive speaking strategies stem largely from contextual and learner-related factors rather than weaknesses in the strategies themselves; therefore, teachers need to carefully plan, adapt, and manage interactive activities by considering students’ proficiency levels, classroom conditions, and emotional readiness to support effective speaking instruction.
Exploring Character Development in Indonesian Students: A Qualitative Analysis of the Merdeka Curriculum in English Language Teaching (ELT) hadijah; Sunra , La; Dollah, Syarifuddin
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/cn8zv273

Abstract

The implementation of the Merdeka Curriculum in Indonesia has redefined the landscape of English Language Teaching (ELT) by emphasizing character development alongside linguistic competence. This study investigates how the curriculum promotes the six dimensions of the Pancasila Student Profile faith and noble character, global diversity, cooperation, independence, critical thinking, and creativity within ELT contexts at the secondary school level. Employing a qualitative design, data were collected through textbook analysis, classroom observations, and interviews with English teachers across three junior high schools in East Java. Content analysis was applied to examine how character values were integrated into ELT materials and classroom practices. The findings revealed that while noble character and cooperation were strongly emphasized in both textbooks and teacher practice, global diversity and critical thinking received limited attention. Teachers adapted activities to contextualize character values, yet constraints such as exam-oriented culture and limited teacher training hindered deeper integration. This study contributes to the growing literature on ELT and character education, highlighting the need for balanced representation of character dimensions. Implications are provided for policymakers, teachers, and material developers to enhance the holistic goals of the Merdeka Curriculum. Keywords: Character Development, ELT, Merdeka Curriculum, Pancasila Student Profile, Qualitative Study
Intercultural Sensitivity for Bullying Prevention in Multiethnic Classrooms: A Cultural Study at Sembilanbelas November University Syam, Hariadi; Dollah, Syarifuddin
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.v11i2.1851

Abstract

Bullying in multiethnic classrooms remains a persistent challenge, particularly in educational settings where cultural diversity is not always supported by strong intercultural understanding. Previous studies have widely emphasized the importance of intercultural sensitivity for promoting inclusive learning environments; however, there is limited empirical research that examines how intercultural sensitivity is experienced and enacted in everyday classroom interactions as a mechanism for bullying prevention in higher education contexts. This study aims to explore how intercultural sensitivity contributes to bullying prevention within the culturally diverse classrooms of Universitas Sembilanbelas November Kolaka. Using a qualitative research design, data were collected through in depth interviews with students and lecturers from multiple ethnic backgrounds. The findings reveal that intercultural sensitivity supports bullying prevention by reducing stereotyping, enhancing empathy, and encouraging more respectful and constructive peer interactions. The study concludes that strengthening intercultural sensitivity is a crucial cultural approach for fostering safer and more inclusive multiethnic classroom environments.
PHYSICS AND MATHEMATICS EDUCATION STUDENTS’ FEEDBACK: A CASE STUDY ON THE USE OF AI-CALI IN TEACHING ENGLISH FOR SCIENCE STUDENTS Sardi, Ahmed; Dollah, Syarifuddin; Abdullah, Abdullah
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2026): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.12.1.2026.1-19

Abstract

This study examines physics and mathematics education students’ feedback on the implementation of AI enhanced Computer Assisted Language Instruction in teaching English for Sciences. As artificial intelligence becomes increasingly integrated into higher education, understanding students’ experiences in using AI supported language learning within discipline specific contexts is essential for effective pedagogical development. This study employed a qualitative descriptive design involving twenty undergraduate students consisting of ten physics education students and ten mathematics education students at STKIP DDI Pinrang. Data were collected through semi structured interviews and analyzed using thematic analysis to identify patterns in student responses. The findings indicate that students generally have positive perceptions of AI enhanced CALI in English learning. They value features such as personalized feedback, accessibility, and support for vocabulary development and basic grammar. However, several limitations were identified, particularly in the ability of AI to explain discipline specific concepts and support advanced academic writing and scientific communication. Differences in responses were also influenced by students’ levels of English proficiency and familiarity with digital technology. This study concludes that AI enhanced CALI has strong potential to improve English for Sciences instruction when supported by appropriate pedagogical strategies and human interaction. The findings contribute to the development of technology integrated ESP learning and provide insights for optimizing AI use in higher education contexts.
Technology Adoption Barriers and System Usability in Blended Learning Environments: A Case Study-Based Quality Framework Development Masthurah, Nur; Dollah, Syarifuddin; Abduh, Amirullah; Amin, Fatimah Hidayahni; Markuna
Journal of Applied Science, Engineering, Technology, and Education Vol. 8 No. 1 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4823

Abstract

This study investigated the challenges experienced by students in an English for Public Speaking course during the implementation of blended learning instruction. This study employed a qualitative descriptive design to examine students’ challenges in the implementation of blended learning instruction in an English for Public Speaking course. Data were collected from three classes in the Business English Communication Study Program at Universitas Negeri Makassar through document analysis, classroom observations, and semi-structured interviews. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing/verification, to identify and verify the recurring challenges experienced by students in blended public speaking instruction. The findings revealed four major categories of challenges. First, students encountered linguistic and content-related difficulties, including limited vocabulary, grammatical inaccuracies, and problems in organizing coherent and persuasive arguments. Second, methodological challenges emerged from unclear instructional guidelines, limited lecturer–student interaction, and insufficiently engaging asynchronous learning activities. Third, practical challenges were associated with unstable internet connectivity, limited access to reliable digital devices, and inadequate digital literacy. Fourth, psychological challenges, particularly speaking anxiety, fear of making mistakes, and low self-confidence, negatively affected students’ public speaking performance. These challenges were interconnected and collectively shaped students’ learning experiences in the course of English for Public Speaking. This study offered a holistic understanding of students’ challenges in the implementation of blended learning instruction in an English for Public Speaking course. By highlighting the interrelationship among linguistic, methodological, practical, and psychological factors, the study contributed to the development of more responsive blended learning practices that supported students’ communicative competence and public speaking development.
A Study on the Use of Nonverbal Signals by EFL Students at Tomakaka University During Academic Activities Fatmawati, Fatmawati; Dollah, Syarifuddin; Samtidar, Samtidar
Jurnal Ilmiah Multidisiplin Amsir Vol. 4 No. 1 (2025): Desember
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i1.910

Abstract

This study analyzes the use of nonverbal signals among English Education students at Tomakaka University, Mamuju, in academic settings. The research aims to describe how students employ nonverbal cues during classroom interactions to demonstrate engagement and facilitate communication. A total of 30 students participated as research subjects. Using a qualitative descriptive design, data were obtained through video recordings, classroom observations, and semi-structured interviews. Content analysis was applied to identify and categorize nonverbal behaviors, with attention to eye contact, gestures, posture, and facial expressions. The results show that students actively used eye contact, hand gestures, posture shifts, and facial expressions as integral components of their communicative practices. These nonverbal behaviors contributed to clearer interaction patterns and supported student participation in the learning process. The study highlights the significance of nonverbal communication in academic contexts and suggests that understanding these cues can assist educators in developing more effective instructional strategies.
The Role of Language Learning Strategies in Developing Intercultural Communication Skills: A Qualitative Case Study of EFL Students Jihad, Adriani; Dollah, Syarifuddin
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1340

Abstract

The interconnected world of the 21st century has shifted the goal of English as a Foreign Language (EFL) education from mere linguistic competence to the holistic development of Intercultural Communication Competence (ICC). This study investigates the crucial role of Language Learning Strategies (LLS) employed by EFL students in facilitating the acquisition and deployment of ICC. Employing a qualitative case study design, the research explores the lived experiences of five purposively selected EFL university students in Indonesia, focusing on their strategic actions when engaging in cross-cultural interactions. Data were collected through semi-structured interviews, reflective journals, and non-participant observation of simulated intercultural tasks. The findings reveal that social/affective LLS (e.g., seeking out native speakers, showing empathy) and specific metacognitive LLS (e.g., directed attention to cultural norms, self-monitoring for cultural appropriateness) are the most instrumental in developing ICC's key components: Attitudes (openness and curiosity), Knowledge (understanding cultural values), and Skills (interpreting and relating). The study concludes that explicit instruction in LLS, particularly those encouraging social and reflective engagement, is vital for transforming EFL learners into intercultural competent global citizens. This work provides pedagogical implications for EFL educators to integrate LLS training within a culturally-rich curriculum. Keywords: Language Learning Strategies (LLS), Intercultural Communication Competence (ICC), EFL Students, Qualitative Case Study, Intercultural Awareness, Social Strategies.
Co-Authors A Halim A, Nasrullah A. Dian Islamiati A. Dian Islamiati A. Muliati A. Nurul Muntasya Abduh, Amirullah Abdul Halim Abdullah Abdullah Abdullah Abdurrahman Hi. Usman Abrar, Andi Eritme Yustika Abuhaer, Herawati Ade Surya Anugrah Adeliah Syam Adi F Mahmud, Adi F Adilah Nurul Fatin Adisaturrahimi, Andi Adsan Fauzan Adys, Himala Praptami AGUS SETIAWAN Ahmad Talib Ahmed Sardi Ahsan Muzri S Ainun Ainun Akib, Muhaiminah Akidah, Nur Faizah Alam, A. Nur Alamsyah - Alissa Geisler Amaliah Ramdani Amaliah, Suci Amin, Fatimah Hidayahni Aminah Suriaman Amirullah Amra Ariyani Andi Anto Patak Andi Anto Patak Andi Ikhsan Anggriawan M Andi Muliati Andi Triandini Ramadhani Irving Andi Winda Faradiba Anjeli Rahmadani Annisa Kh, Nurun Anugerah Febrian Syam Ariani Ariyani, Amra arsyad, safnil Arya Priyangga Sumardi Asdar, Nur Aulia Asia Masita Haidir Asiza, Nur Aswin Abbas Atmayurid Mansyur Awaludin Rizal Ayu S Ayu Safitri Agustina Ayu, Sindi Putri Azizah, Geby Baa, Sultan Baso Jabu Baso Jabu, Baso Bowu, Nella Aswi Burhamzah, Muftihaturrahmah Chuzaimah Chuzaimah Dahlan, Suratman Devilito Prasetyo Tatipang Dian Fera Pratiwi Dian Safitri Dian Safitri Duapadang, Aprisel Bimbang Dwi Putri Maisyarah Dwinggrum, Crismin Evi Riasari Fadliyah, Riskatul Faiqah, Afifah Fairus Suryani Munir Farhan Farhan Fatimah Hidayahni Amin Fatimah Hidayahni Amin Fatimannisa, Aulia Fatmawati, Fatmawati Fauzan Hari Sudding Sally Fiqhi Yulianingsih Firman Fitra, Muh. Al Fachrizah Fitriani Fitriyani Bakri G, Hasriani G. Gunawan G., Hasriani Geminastiti Sakir Geminastiti Sakkir Gunawan Hadijah Hadijah Hadijah Haidir, Asia Masita Halim, Abd Hardianti Hardianti Hariadi Syam, Hariadi Harnita Rosalia Haryanto . Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasriani G Hirma Mutiara Suyeti Iga Rahman Ilyas, Sukma Irawati . Iskandar Iskandar ita Purnama Sari Jamaluddin Ahmad Jumase Basra Jumrah Jumriah Rusdi Juriasari khusnul khotimah Kisman Salija Kisman Salija, Kisman Korompot, Chairil Anwar La Ode Rasmin La Sunra La Sunra La Sunra, La Sunra Lengkoan, Fergina M, Andi Ikhsan Anggriawan Maemuna Muhayyang Mansyur, Atmayurid Markuna Masthurah, Nur Mersi Axelina Mudinillah, Adam Muh. Abdi Hidayatullah Muh. Djakkir Muh. Farid Sehuddin Muh. Hasbi Muh. Jibran Noer Hamsah Muh. Rifqi Syamsuddin Muh. Tahir Muhalim, Muhalim Muhammad Agus Muljanto Muhammad Arham Muhammad Astrianto Setiadi, Muhammad Astrianto Muhammad Basri Muhammad Basri Muhammad Basri Muhammad Tahir Muhammad Tahir Muhammad Wiranto Muliati Muliati Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Murni Mahmud Musdalifah Mustaqimah Mustaqimah Muzdalifah Mahmud Muzri. S, Ahsan Nhajwa Priyana Nihta Vera Frelly Liando Nilma Taula’bi Ninin, Windi Noni, Nurdin Nur Aeni NUR AENI Nur Fadhil Rasyid Nur Fadilah Nur Ima Nur Ina Syam Nur Inayah Nur Yanti, Nur Nurdin Noni Nurdin Noni Nurfitrah Awaliyah Nurhayati Nurhayati Nurinayah Magfirah Nurlailah Qadrianty Nurlia Nurlia Nurrahma Maulida Nurteteng, Nurteteng Nurul Fadhilah Suardi Nurul Fadillah Nurwanti Nurwanti, Nurwanti Patanduk, Sushy Teko Putri Ayu Lestari Putri Ramadhani, Putri Putri, Al-khaerunissa Putu Wahyu Sudewi Qurays, Muhammad Rachel Rachel Rahmad Risan Rahmadani, Arvya Rahman, Ali Wira Rahman, Iga Rahmat Hidayat Rahmat Rahmat Rahmatillah Rahmatillah Rahmayanti, Andi RASMIN, La Ode Ratni, Ni Putu Rawikarani, Dias Wahyu Ray Suryadi, Ray Reskyani Reskyani, Reskyani Rhihadatulaisy M Rifhani Handayani L Riny Jefri Rizqi Claudia Wardani Rossydi, Ahmad Rusdi, Jumriah Sabrina Retnasari Iswahyudi Sabrina Rocholl Safitri, Risna Sinta Sahril Nur Sahril Nur Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Saiful Gaffar Sakkir, Rini Isnaeni Salainti, Engelina Samad, Pratiwi Samtidar Samtidar Samtidar, Samtidar Saputri, Yusyfiyah Adinda Sari, Wiwin Novita Sariana Sariana Setiawaty, Puji Wahyu Shindy Ika Lestari Chandra Sirande, Normalia Sri Fausyia Sri Fausyia Sri Nurnaninsih Ali Sri Nurnaninsih Ali SRI RAHAYU Sri Wahyuni Sri Wahyuni St.Asriati AM Sudarsi, Elim Trika Sukardi Weda Sukardi Weda Sukardi Weda, Sukardi Sukardi, Vera Sulistiana Ulpa Sultan Baa Sultan Baa Sumarni SUMARNI Sumarni Sumarni Sunra , La Sunra, La Surya Annysa Litha Surya Anugrah, Ade Syafina, Syafina Syahrullah Syahrullah Syahrullah Syahrullah Syam, Adeliah Nurmuthmainnah Syamsinar Syamsinar Syamsuddin, Nur Aziza Syarifah Faradiba Syarifah Farahdiba Syarifuddin, Ervina Talib, Dr. Ahmad Tamra Tamra Ulfa, Andi Yurni Umar, Nur Fadhilah Uswatun Hasanah V. R, Trisna Kaninya Wahyu Wahyu Wahyuni, Ika Yuli Weangga Apriliani Utami Yawaningsih, Nur Indri Yenni Nur Oktafiah Yulianti Yunus Yulini Rinantanti Yunitari Mustikawati Yunus, Yulianti Zur, Sarjaniah