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All Journal Journal of Language and Literature Jurnal Kreativitas PKM Journal of English Education and Teaching (JEET) Foremost Journal Journal of Pedagogy and Education Science DEVOTE: Jurnal Pengabdian Masyarakat Global Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Applied Research in English Education Journal of English Language Teaching and Applied Linguistics Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Imam Santosa
Universitas Esa Unggul
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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EFL Lecturers’ Perspectives on Ethical Challenges in AI-Integrated English Language Teaching Ariq Nafil Toris; Imam Santosa
Applied Research on English Education (AREE) Vol 4, No 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.4.2.2026.54-65

Abstract

The use of AI in English as a foreign language (EFL) learning is one of the technology integration strategies to improve learning effectiveness, especially in higher education. However, many educators, especially lecturers, face ethical challenges in using AI technology into their teaching. This study observes the difficulties lecturers face in facing ethical challenges when integrating AI into their teaching, as well as bridging the gap between theoretical development and implementation in the classroom. Using a qualitative research design, data were collected through semi-structured interviews with four English lecturers who teach English as a foreign language in higher education and have various educational backgrounds. Then, the findings also observed that the ethical challenges lecturers face in using AI in learning are caused by misuse in the use of AI, the accuracy of AI in providing output, and the ambiguity of how the AI system stores user data. Thus, this challenge emphasizes that the effectiveness of AI technology depends on how well users understand how AI works. This study also explains the importance of a comprehensive considerate of AI for teachers and lecturers in higher education to improve the use of AI in EFL learning. Furthermore, these findings also explain the need for further research on how AI is used in EFL as a way to improve learning power that is relevant to current developments.Keywords: Use of AI; Learning effectiveness; Ethical challenges; EFL Classrooms
Teachers’ Corrective Feedback and Students’ Speaking Anxiety in EFL Speaking Classes Adelia Yuli Izzati; imam santosa
Applied Research on English Education (AREE) Vol 4, No 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.4.2.2026.36-53

Abstract

The This study investigated students’ experiences of corrective feedback in EFL speaking classes and examined its relationship with speaking anxiety. The research employed a qualitative approach using semi-structured interviews to explore how students perceived corrective feedback provided by lecturers during speaking activities. The participants were university students enrolled in speaking classes, and the data were analyzed through thematic analysis supported by ATLAS.ti to identify recurring patterns and themes. The findings revealed that corrective feedback was frequently used in speaking classes and played a crucial role in raising students’ awareness of their speaking performance, particularly in terms of pronunciation, clarity, and language use. However, the results also indicated that corrective feedback was closely associated with students’ emotional responses. While some students perceived feedback as helpful and motivating, others experienced increased speaking anxiety, especially when feedback was delivered publicly or required immediate responses.Keywords: corrective feedback; speaking anxiety; EFL speaking; students’ perceptions; qualitative study
Ecoliteracy Representation in Life Today English Textbook: A Content Analysis Raisha Puteri Kamila Sukma; Imam Santosa
Foremost Journal Vol. 7 No. 2 (2026): Volume 7 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i2.8985

Abstract

Environmental problems require school curricula to develop learners who understand ecological issues and act responsibly toward the environment. English textbooks are important because they teach language while also transmitting ecological meanings through texts, images, dialogues, and tasks. This study analyzed how ecoliteracy is represented in the Grade XII English textbook Life Today. Using qualitative content analysis and Roth's ecoliteracy framework, the study coded textual, visual, and instructional units into four aspects: knowledge, skills, affect, and behavior. The analysis identified 214 ecoliteracy-related segments. Knowledge was dominant with 119 occurrences, followed by skills with 44, affect with 28, and behavior with 23. The findings show that the textbook integrates environmental and sustainability themes, but the representation is cognitively dominant and less balanced in developing affective engagement and concrete environmental action. Future English textbooks should include more project-based, reflective, and community-oriented tasks to strengthen holistic ecoliteracy.
Teacher Talk and Student Involvement in Elementary School English Language Learning Classrooms Denisa Nur Octaliani; Imam Santosa
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 2 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i2.53

Abstract

This study aimed to analyze the types of teacher talk that influence student involvement in elementary English learning. The study was motivated by the important role of classroom interaction in promoting active learning, while evidence regarding how specific teacher talk strategies shape student involvement in elementary English classrooms remains limited. A qualitative approach with a case study design was employed. Data were collected through classroom observations, field notes, lesson videos, and observation sheets and were analyzed thematically using ATLAS.ti. The analysis focused on identifying teacher talk types and examining their relationships with indicators of student involvement, including attention, verbal response, active participation, concentration, enthusiasm, instruction following, and classroom interaction. The findings revealed that the most prominent teacher talk types were asking questions, giving information or explanations, affirming students’ contributions, giving directions or instructions, and stimulating students’ motivation and interest. Among these, asking questions most effectively encouraged active participation by eliciting verbal responses and promoting classroom interaction. Giving information or explanations sustained students’ attention to lesson content, whereas clear directions and instructions supported students’ understanding of learning activities and maintained their engagement throughout the lesson. These findings demonstrate that teacher talk functions not only as a means of content delivery but also as a pedagogical strategy for fostering student involvement and creating interactive English learning environments in elementary classrooms.
Co-Authors Adelia Yuli Izzati Alfian Alfian, Alfian Ariq Nafil Toris Bahtiar Afwan Chelsea Victoria Martan Denisa Nur Octaliani Fadli, Muhammad Rijal Fatonah, Khusnul Hardianti Hardianti Hikmawaty, Lisna Ifan Iskandar Lutfiyah Lutfiyah Muhamad Sobri Raisha Puteri Kamila Sukma Sadikin, Irma Savitri Sri Sumarni Stephanie Fahra Caroline Vjollca Jonuzi Yunata Kandias Akbar