Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal LEKSIKA Studies in English Language and Education Studies in English Language and Education
Lynde Tan
Western Sydney University
Education Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
An exploratory case study of generative AI in supporting EFL students’ written communicative competence Nur Arifah Drajati; Lynde Tan; Yulia Tria Hapsari
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 3 (2026): October 2026
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i3.30580

Abstract

Generative Artificial Intelligence (GenAI) is rapidly transforming academic writing practices, raising concerns about its role in supporting the development of communicative competence. In English as a Foreign Language (EFL) contexts, where students often struggle to produce socially appropriate and contextually coherent texts, GenAI tools such as ChatGPT offer immediate linguistic support, model texts, and feedback. Despite the growing use of GenAI tools, limited classroom-based evidence exists on how GenAI supports EFL students’ written communicative competence in authentic tasks. This qualitative case study investigates the role of ChatGPT-5 in supporting EFL university students’ written communicative competence in an email-writing task and examines how teachers mediate AI-assisted learning. The study involved thirty-nine second-year Indonesian university students. Data were collected from students’ email drafts, semi-structured interviews, classroom observations, and learning artifacts, including screen captures and peer feedback. The findings indicate that students demonstrated development in sociolinguistic and discourse competence, particularly in refining tone, applying appropriate politeness strategies, and improving cohesion and coherence in their written texts. Even though ChatGPT played a role in these changes, but it was not the only thing that contributed. The results are affected by the combination of AI-generated input, teacher guidance, peer feedback, and students’ ability to think critically about the AI’s suggestions. This suggests that pedagogical mediation is very important for helping students develop their communicative competence when they use AI.
Addressing multimodality in culturally responsive pedagogy: A case study of Indonesian primary EFL classrooms Idaryani; Lynde Tan
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1077

Abstract

This paper aims to examine a range of semiotic modes used in Culturally Responsive Pedagogy (CRP) by two English language teachers in teaching young EFL learners in Lhokseumawe, Aceh, Indonesia. It evaluated the contributing factors in applying the diverse modes, drew the implications, and proposed practical solutions for effectively integrating CRP within an Indonesian primary school setting. Data were gathered through classroom observations and semi-structured interviews. The observations focused on one fifth-grade and one sixth-grade classroom, supplemented by approximately four hours of audio-recorded classroom observations. The findings revealed the dominant inhibiting factors in incorporating multimodal literacy into the presentation of CRP. The significant issue was a lack of teachers’ skills and knowledge to adopt various modes that engage with young learners. The use of multimodal texts, such as images and gestures, remained limited, with a predominant reliance on traditional text-based methods and endorsed textbooks. Furthermore, the teachers struggled to connect CRP with students’ real-life experiences, which is essential for promoting engagement and understanding. Consequently, when teachers failed to leverage the unique characteristics of young students, the learning environment was often tedious and stressful for both teachers and learners. The study emphasizes the need for targeted professional development to enhance teachers’ knowledge and skills in multimodal literacies, facilitating more effective CRP delivery to young learners. The implications and practical solutions to these challenges are thoroughly discussed, highlighting the significance of adapting teaching practices by teachers to meet the needs of young EFL learners.
Developing pre-service teachers intercultural communication competence: Learning through extracurricular informal digital learning of English Nur Arifah Drajati; Lynde Tan; Surya Agung Wijaya; Agustina Tyarakanita
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34775

Abstract

Intercultural communication and language proficiency have become increasingly essential in preparing Indonesian EFL pre-service teachers (PSTs) for cultural diversity. Indonesian EFL PSTs only communicated English to people with the same majors or educational background. This study explores the implication of developing PSTs intercultural communication competence (ICC) at one of the universities in Indonesia that designed and implemented informal digital learning of English (IDLE) as an extracurricular program. Thirty-seven university PSTs from various multicultural backgrounds with insufficient overseas experiences (such as exchange programs or internship programs) participated in this study. We conducted the study for one semester during the pandemic, where the PSTs mainly communicated in online environments. Combining the analysis from observations, artifacts, diaries, and interviews, this study reports that engaging in extracurricular IDLE potentially unlocked PSTs to 1) become aware of the value of their own cultural background and biases in developing their perception of other cultures and 2) evaluate their English language choices that potentially affected on how they addressed some topics and interpretation with overseas friends (OFs). Furthermore, this study provides insight into the benefits of implementing ICC for PSTs, especially in language development, and how they perceived this as a motivation for designing their future classroom practices.
Co-Authors Agustina Tyarakanita Idaryani Nur Arifah Drajati Surya Agung Wijaya Yulia Tria Hapsari