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All Journal JURNAL SCHEMATA : Pascasarjana UIN Mataram Journal of Research on English and Language Learning (J-REaLL)
Afif Ikhwanul Muslimin
Universitas Islam Negeri Mataram
Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences Other

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Reimagining teacher professional development in the age of AI: Indonesian EFL teachers’ beliefs and pedagogical adaptations in writing classrooms Nur Halimah; Afif Ikhwanul Muslimin; Denchai Prabjandee
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24655

Abstract

Although artificial intelligence has gained growing attention in language education, previous research has largely emphasized technical effectiveness and student outcomes, while teachers’ professional experiences remain insufficiently examined. This study explores how Indonesian EFL lecturers perceive the use of artificial intelligence in academic writing instruction, how they adjust their pedagogical practices, and how these experiences shape their professional development and professional identity, particularly in writing assessment. Employing a phenomenological approach, data were collected through semi-structured interviews, classroom observations, and teaching documents involving twelve lecturers from East Java and Central Indonesian regions. The findings reveal interconnected experiences influenced by institutional readiness, access to digital infrastructure, and lecturers’ pedagogical beliefs. Participants reported a shift in professional identity from primary evaluators of student writing toward facilitators who guide learners in critically engaging with artificial intelligence-generated feedback. In the absence of systematic institutional training, lecturers relied heavily on informal peer communities as spaces for learning, reflection, and sharing instructional strategies. The study suggests that professional development for artificial intelligence-supported writing instruction should move beyond technical orientation and provide sustained, context-sensitive support that integrates ethical awareness, reflective practice, and collaborative learning. While the qualitative design and limited number of participants require cautious interpretation, the findings contribute to broader discussions on teacher professional development in technologically evolving educational contexts.
Artificial Intelligence Assisted Feedback in EFL Writing: Student Perceptions of ChatGPT in an Indonesian Islamic University Fitrana Harintama; Agus Saputra; Afif Ikhwanul Muslimin
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 14 No. 2 (2025): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

The growing presence of artificial intelligence in education has introduced new possibilities for providing feedback in academic writing. This study investigates students’ perceptions of feedback generated by ChatGPT in an argumentative writing course in the English Language Education Program at Universitas Islam Negeri Mataram, Indonesia. The research aims to understand how students perceive the usefulness of ChatGPT feedback, identify the aspects of feedback they find most helpful, and examine the challenges they experience when using the tool during the writing revision process. The study employed a descriptive mixed-method approach involving thirty-five undergraduate students. Data were collected through a rubric-based writing assessment, a perception questionnaire, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings indicate that students generally perceive ChatGPT feedback as useful in improving grammar accuracy, sentence clarity, and organization of ideas in their essays. At the same time, students reported that some suggestions required careful evaluation because they did not always align with the intended argument. The study suggests that ChatGPT can function as a supplementary feedback resource that supports students during the revision stage. When combined with instructor guidance, artificial intelligence tools may contribute to more interactive and reflective learning environments in academic writing courses within Islamic higher education.
Co-Authors Agus Saputra Denchai Prabjandee Fitrana Harintama Nur Halimah