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All Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature Lire Journal (Journal of Linguistics and Literature)
Ichi Ahada
Mulawarman University
Arts Humanities Languange, Linguistic, Communication & Media

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EFL STUDENTS’ ACCEPTANCE OF DEEPL TRANSLATION: A TECHNOLOGY ACCEPTANCE MODEL STUDY Reihayyu Dwi Cahyani; Syamdianita Syamdianita; Aridah Aridah; Weningtyas Parama Iswari; Ichi Ahada
Lire Journal (Journal of Linguistics and Literature) Vol. 9 No. 3 (2025): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/ire.v9i3.535

Abstract

This study applied the Technology Acceptance Modes (TAM)framework to investigates university EFL students' acceptance of DeepL machine translation tool, focusing on how frequency of use influences their perceptions. A descriptive qualitative approach was used involving purposive sampling of four students in semi-structured interviews. A short questionnaire was administered beforehand to classify participants into two categories, two frequent and two infrequent DeepL users. of the machine translation tool DeepL in the context of learning English as Foreign Language (EFL), involving four participants (two frequent users and two infrequent users). The results showed that frequent users found DeepL valuable for vocabulary acquisition, translation accuracy, and academic writing support, whereas infrequent users highlighted limitations such as the lack of a paraphrasing feature and issues with formality. These differences suggest that usage frequency significantly impacts perceived usefulness and ease of use of the tool. This study is among the first to extend the TAM framework to a machine translation tool like DeepL, addressing a gap in MT research by examining the role of usage frequency. The findings offer both theoretical and practical significance, providing insights into how MT tools can be more effectively integrated into EFL learning.
Students’ Perception and Experience of The Use Google form as An Online Assessment tool in The English Department at Mulawarman University hudzaifah bathinu rahmat; Weningtyas Parama Iswari; Ichi Ahada
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 7 No. 2 (2024): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v7i2.4734

Abstract

This study explores students' perceptions and experiences of using Google Forms as an assessment tool through a mixed-method explanatory design. Quantitative data were collected from 84 students of the 2021 cohort in the English Department at Mulawarman University using a 24-item Likert-scale questionnaire, while qualitative data were obtained from interviews with two students—one with a positive and one with a neutral perception. Findings indicate that students generally view Google Forms positively due to its simplicity, accessibility across devices, and user-friendly interface. However, concerns include its aesthetic appeal, reliance on stable internet—posing challenges for students in areas with poor connectivity—and potential academic dishonesty due to the lack of supervision. Multiple-choice questions were the most preferred, though some students valued essay questions for promoting deeper understanding. Participants emphasized the importance of receiving assessment links in advance and had mixed feelings about time limits. While the immediate feedback feature was appreciated, inconsistent implementation led to calls for more detailed responses. Overall, Google Forms is seen as a flexible and accessible assessment tool, with potential improvements in design, feedback mechanisms, and technical reliability.
Indonesian EFL Students’ Views on Short-form Video Language Learning Muhammad Indra Fathanul Hafizh; Iwan Setiawan; Syamdianita Syamdianita; Ichi Ahada
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 1 (2025): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v8i1.5227

Abstract

This study explored how Indonesian EFL students with different levels of short-form video (SFV) consumption perceived its impact on their English language proficiency. Using a qualitative phenomenological approach, three participants were selected based on their daily duration of English-language SFV usage. Data were collected through interviews, 7-day learning logs, and reflective journals. Findings indicated that all participants reported improvements in listening, speaking, and vocabulary, particularly through repeated exposure to authentic speech and mimicry. However, reading and writing development remained limited. Crucially, the study found that the quality of engagement—such as intentional mimicry, vocabulary tracking, and content curation—was more influential than the amount of time spent watching. Participants who used SFVs strategically experienced greater gains than those who consumed them passively. Additionally, attention span and distraction emerged as factors affecting learning depth, especially in high-exposure contexts. The study concluded that SFVs can support informal language learning when used purposefully and in moderation.
The Exploring the Use of ChatGPT on EFL Students' Writing Anxiety at Mulawarman University misel misi; Desy Rusmawaty; Ichi Ahada; Widia Anggraeny Suharno
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v9i1.6773

Abstract

This study aims to identify the writing anxiety levels, to explore students experiences the use of ChatGPT in supporting their writing and to examine students’ perceptions of the role ChatGPT in reducing writing anxiety at Mulawarman University. This research employed a qualitative case study design involving six final-year students selected through purposive sampling. Data were collected using a questionnaire (SLWAI) by Cheng 2004 and semi-structured interviews, then analyzed using thematic analysis. Thematic analysis of the interview data identified three major themes: The analysis generated three major themes: students’ writing anxiety levels, students’ experiences using ChatGPT in supporting writing, and ChatGPT’s role in reducing writing anxiety. The findings revealed that the majority of students experienced high levels of writing anxiety (69.2%), followed by moderate (25.6%) and low anxiety (6.4%), indicating that writing in English remains a significant challenge. In terms of learning experiences, students reported using ChatGPT for brainstorming ideas, correcting grammar, enhancing vocabulary, and receiving immediate feedback on their writing. Furthermore, ChatGPT was perceived as an effective tool in reducing writing anxiety by lowering students’ fear of making mistakes, increasing their confidence, and improving their motivation to complete writing tasks.These findings suggest that ChatGPT not only functions as a writing support tool but also serves as a psychological aid that helps students manage anxiety and engage more actively in the writing process. Keywords: Writing Anxiety, ChatGPT, EFL Students.
Co-Authors Aridah Aridah hudzaifah bathinu rahmat Iwan Setiawan misel misi Muhammad Indra Fathanul Hafizh Reihayyu Dwi Cahyani Syamdianita Syamdianita, Syamdianita Weningtyas Parama Iswari Widia Anggraeny Suharno