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All Journal JELLT (Journal of English Language and Language Teaching) SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora ELT-Lectura JISAE (Journal of Indonesian Student Assesment and Evaluation) JALL (Journal of Applied Linguistics and Literacy) Journal of English Language and Pedagogy Jurnal Wahana Pendidikan Prominent : Journal of English Studies Borneo Educational Journal (Borju) Educenter: Jurnal Ilmiah Pendidikan Journal of General Education and Humanities Tamansiswa International Journal in Education and Science (TIJES) Journal of English Language Teaching, Linguistics and Literature (JETLEE) Profesi Pendidikan Dasar
Rozanah Katrina Herda
Universitas Negeri Yogyakarta
Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Exploring EFL Graduate Students’ Perception of GenAI Writing Through TAM Salsa Fadillah Afra; Rozanah Katrina Herda; Erna Andriyanti; Zohaib Hassan Sain; Shahzadi Hina Sain
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 2 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i2.26687

Abstract

Academic writing in English can be particularly challenging for EFL graduate students because it requires grammatical accuracy, coherent organization of ideas, and effective argumentation. Generative Artificial Intelligence (GenAI) has emerged as a potential tool to support this process, yet research on its acceptance has largely relied on quantitative surveys that provide limited insight into students’ experiences. This study explored three EFL graduate students’ perceptions of GenAI in supporting English academic writing through the Technology Acceptance Model (TAM). Specifically, it explored perceived usefulness and ease of use, attitudes toward GenAI, and behavioral intention to use it for academic writing. A qualitative study was conducted with three Master’s students who regularly used GenAI for academic writing. Data were collected through semi-structured interviews and analyzed thematically. The findings suggest that, among these participants, perceived usefulness varied across writing processes, with GenAI serving corrective, cohesive, and generative functions. Perceived ease of use was influenced not only by the accessibility of the tool but also by participants’ ability to formulate effective prompts. Positive attitudes were associated with greater autonomy, whereas negative attitudes emerged when AI-generated suggestions conflicted with participants’ academic judgment. Despite these concerns, the three participants intended to continue using GenAI while maintaining boundaries through teacher feedback and crosschecking AI-generated suggestions. Within this context, the findings suggest that GenAI use may be experienced as bounded and negotiated rather than as straightforward acceptance. It is recommended that EFL writing instruction integrate GenAI alongside human feedback and encourage students to critically evaluate AI-generated output. 
Artificial Intelligence in English Language Teaching: Opportunities and Challenges in Pakistan’s Elementary Schools Shahzadi Hina Sain; Zohaib Hassan Sain; Rozanah Katrina Herda; Hari Widi
Profesi Pendidikan Dasar Vol. 12, No. 3, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i3.11435

Abstract

This research investigates the transformative role of Artificial Intelligence (AI) in teaching English in Pakistan's private primary schools. The study focuses on AI technologies such as Grammarly, ChatGPT, and Duolingo, examining their benefits and challenges in primary education. International studies have shown that AI aids in writing, feedback, and personalised learning; however, the impact of these tools in Pakistan’s primary schools remains underexplored. This gap is addressed by synthesising findings from global literature and examining how international trends are influencing local educational practices. The research method involves a systematic literature review of 57 articles from databases such as Scopus and ERIC. Using qualitative synthesis and theme classification according to PRISMA guidelines, the study identifies both positive outcomes, including enhanced engagement and improved language performance, and challenges, such as digital inequality, teachers' lack of preparedness, and an over-reliance on automation. The findings underscore the need for tailored ethical guidelines and ongoing professional development for teachers to ensure the effective and equitable integration of AI in primary school education.
Teaching English Language and Civic Education in the Era of Artificial Intelligence in Kaduna State, Nigeria: A Teacher's Perspective Uthman Shehu Lawal; Zulai Muhammad Rabiu; Abu Bakar Rabiu; Zohaib Hassan Sain; Rozanah Katrina Herda
Prominent Vol. 9 No. 2 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v9i2.16476

Abstract

The integration of artificial intelligence (AI) into education has transformed teaching and learning globally, presenting both opportunities and challenges for educators. This study examined the perspectives of English language and civic education teachers in Kaduna State, Nigeria regarding the implementation of AI in their teaching practices. A descriptive survey research design using a quantitative approach was employed, with a population comprising English language and social studies teachers in Kaduna and Zaria metropolitan areas. A sample of 400 teachers was selected using stratified random sampling. Data were collected using structured questionnaires and interview guides, while the analysis employed descriptive statistics and Pearson Product Moment Correlation (PPMC) with regression analysis. The findings revealed that 78% of the teachers acknowledged the potential of AI to enhance English language instruction, while 65% expressed concerns about its impact on traditional civic education delivery. This study found significant relationships between teachers' digital literacy levels and their acceptance of AI integration (r = 0.67, p < 0.05). The results indicate that teachers with higher educational qualifications showed greater readiness to adopt AI tools in language and civic education. This study recommends comprehensive teacher training programs, infrastructure development, and policy frameworks to support effective AI integration in Kaduna State's educational system. Keywords: artificial intelligence, civic education, english language, teacher perspectives
Co-Authors Abdullah Kafabih Abu Bakar Rabiu Aida Roihana Zuhro Alissa Rahmasari Ana Mae M. Monteza Angga Damayanto Arnel S. Travero Bazilah Raihan Binti Mat Shawal Bazilah Raihan Mat Shawal Binar Winantaka Bonifasia Ekta Fima Natalia Cinthia Reswari Dalwinder Kaur Dewi Nur Widiyati Difanti Alfina Damayanti Eko Wardoyo Elizaveta Evgenievna Ivashova Elizaveta Ivashova Eri Sulistiyo Erna Andriyanti Ernita Destianingrum Fajar Sidik Fauziyyah Mufida Suni Firmansyah, Firmansyah Hari Widi Haryo Aji Pambudi Ima Widyastuti Jackielyn U. Abao Jeffri Dian Andika Kheisen Eiden Kiki Juli Anggoro Krisna Wijaya Leong Jin Jee Maida Cinta Islami Margana Margana Maria Corazon Saturnina A Castro Morista Sasi Apriliana Mutiara Angelina Octavia Subekti Nanda Ardianing Putri Natalya Andreevna Karelina Nina Sulistyowati Novan Edo Pratama Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Purwanti Widhy Hastuti Risma Novita Sari RR. Ella Evrita Hestiandari Salsa Fadillah Afra Sara Wendt Shahzadi Hina Sain Shahzadi Hina Sain Sharizan Sharizan Sharizan Sharizan Sheen Marie S. Puno Sheikha Majid Sheikha Majid Siki Tyas Retnani Syafruddin Syafruddin Uthman Shehu Lawal Wulan Nugraheni Yuyun Yulia Zohaib Hassan Sain Zohaib Hassan Sain Zulai Muhammad Rabiu