Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal PREMISE: Journal of English Education and Applied Linguistics
Rina Wahyuni
Akademi Kebidanan Wahana Husada Bandar Jaya
Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
A NARRATIVE INQUIRY INTO MIDWIFERY EFL STUDENTS’ EXPERIENCES USING CANVA: CHALLENGES AND ADAPTATIONS IN ONLINE SPEAKING CLASSES Rina Wahyuni; Yulia Wahyuningsih
Premise: Journal of English Education and Applied Linguistics Vol. 14 No. 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.13679

Abstract

This study explores the effectiveness of Canva as a learning tool to increase the English-speaking skills of midwifery students, focusing on their experiences, challenges, and adaptations in online speaking classes. Speaking is a vital skill for academic and professional communication, yet many students struggle due to low confidence and limited practice opportunities. The research aims to evaluate students' views on using Canva to enhance their speaking skills. A qualitative narrative inquiry was conducted, supplemented by a closed-end questionnaire to capture students’ perceptions, with responses summarized descriptively. The findings reveal that Canva’s interactive features significantly increased students' speaking confidence and engagement in EFL classrooms. Additionally, the study suggests that Canva’s flexibility allows students to practice speaking anytime and anywhere, making it an effective tool for enhancing speaking proficiency. The integration of Canva into English language teaching holds potential for improving language skills while fostering creativity and self-expression. The results of this study suggest that Canva be incorporated into language learning curricula to maximize students’ speaking potential and motivation. These findings provide insights for EFL instructors and curriculum developers to design more engaging and supportive online speaking environments.
THE DYNAMICS OF GENDERED PERCEPTIONS TOWARD GPT USE BY UNIVERSITY LECTURERS IN ENGLISH ACADEMIC WRITING Rina Wahyuni; Weda Ayu Ardini
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14262

Abstract

Artificial Intelligence (AI) has increasingly transformed higher education, particularly in the domain of academic writing. Among AI tools, Generative Pre-trained Transformer (GPT) has been widely adopted to support drafting, editing, and enhancing scholarly texts. However, limited attention has been given to how gender influences lecturers’ perceptions of GPT, especially in Indonesia where publishing in English remains both a professional requirement and a challenge. This study investigates gendered perceptions of GPT adoption in academic writing. A descriptive qualitative design was employed, involving 10 lecturers (5 male and 5 female) selected from a larger pool of 40 participants across disciplines. Semi-structured interviews were conducted and analyzed thematically using NVivo 12 within the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Findings reveal distinct gender-based differences: male lecturers emphasized efficiency and speed, while female lecturers expressed concerns regarding quality, ethics, and accuracy. Moderator variables such as age, technological experience, and voluntariness of use further shaped these perceptions. The study concludes that gender functions as a significant contextual moderator in GPT adoption in academic writing. These insights contribute to refining technology acceptance models and highlight the need for inclusive training programs in higher education that address gender dynamics and promote equitable use of AI tools.
Co-Authors Weda Ayu Ardini Yulia Wahyuningsih