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All Journal ELS Journal on Interdisciplinary Studies in Humanities Jurnal Studi Guru dan Pembelajaran Klasikal: Journal of Education, Language Teaching and Science JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Indonesian Journal of Pedagogical and Social Studies PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
La Sunra, La Sunra
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Integration of Digital Tools in EFL Grammar Instruction in Indonesia’s Digital Age: Prospects and Challenges La Sunra, La Sunra; Amaliah, Suci; Syamsuddin, Muhammad Rifqi; Mansyur, Mansyur
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4n0c6g86

Abstract

Digital technologies are transforming grammar instruction within English as a Foreign Language (EFL) programs. However, limited knowledge exists regarding their implementation in Indonesian higher education, where access disparities and varying levels of instructor preparedness pose significant challenges. This research endeavours to bridge that gap by examining the opportunities and obstacles associated with digital grammar teaching across three undergraduate English education curricula. Employing a sequential explanatory mixed?methods approach, the study surveyed 180 undergraduate students (S1) to gather insights on their interactions with mobile grammar applications, artificial intelligence-based grammar checkers, and online quizzes. Subsequently, semi?structured interviews were conducted with ten English faculty members to contextualize the quantitative findings. The results indicate that 72?% of students experienced increased motivation when engaging with digital tools for grammar learning, 69?% reported greater autonomy in their practice, and 65?% perceived enhancements in accuracy. Nonetheless, 31?% of students relied on instructors to interpret automated feedback, and 41?% accepted corrections uncritically, reflecting an overdependence on technological solutions. The qualitative interviews revealed that while digital tools fostered greater engagement and facilitated differentiated assignments, concerns persisted regarding feedback reliability, unequal access to devices, and the necessity for instructor oversight. These findings imply that digital tools have the potential to bolster motivation, autonomy, and precision in Indonesian EFL grammar education when thoughtfully integrated within supportive infrastructural and professional development frameworks. The study underscores the critical need for equitable access, comprehensive instructor training, and deliberate curricular integration to maximize the benefits of digital grammar instruction.
AI-enhanced problem-based learning framework: Integrating ChatGPT as adaptive scaffolding to advance critical thinking and personalized learning La Sunra, La Sunra; Amaliah, Suci; Radhiyani, Fitri
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.7039

Abstract

As educational institutions increasingly adopt artificial intelligence technologies, understanding how generative AI can be integrated into student-centered pedagogical frameworks has become an important area of contemporary educational research. This study examines an AI-Enhanced Problem-Based Learning (AI-PBL) Framework that integrates ChatGPT as adaptive scaffolding to improve critical thinking and support personalized learning. Using an explanatory sequential mixed-methods design, the study involved 120 eighth-grade students from four junior high schools in Ujung Pandang District, Makassar City, Indonesia. Quantitative data were collected through pre- and post-tests of critical thinking, while qualitative data came from classroom observations, ChatGPT interaction logs, and interviews. The overall critical thinking score increased from 60.3 (SD = 9.7) to 73.5 (SD = 10.4), t(119) = 9.64, p < .001, d = 1.00, with notable gains in analysis, inference, and bias detection. Qualitative analysis showed four patterns: ChatGPT supported idea exploration, strengthened verification habits, enhanced reflection and metacognitive monitoring, and did not lead to passive dependence. These findings indicate that generative AI can function as a learning partner when it is embedded in structured PBL and guided by teachers. The study offers practical evidence for integrating ChatGPT in secondary classrooms without reducing student agency.
Co-Authors Agung Kurniawan Amaliah, Suci Amar, Nurmalayanti Amrullah, Sitti Zakiyah Baa, Sultan Basar, Andi Rasida Dian Fera Pratiwi Duapadang, Aprisel Bimbang Fitriyani Fitriyani Hardiyanti Hardiyanti hasyim, hasyim Julianti, Eka Tri Mansyur Mansyur NUR AENI Patanduk, Sushy Teko Rachel Rachel Rapidli, Rapidli Sirande, Normalia Sukardi Weda, Sukardi Syahruni, Syahruni Syamsuddin, Muhammad Rifqi Syarifuddin Dollah