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All Journal English Education Journal Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Jurnal CULTURE (Culture, Language, and Literature Review) Masile: Jurnal Studi Ilmu Keislaman EduMasa: Journal of Islamic Education LANTERA: JURNAL KOMUNIKASI DAN PENYIARAN ISLAM Jurnal Pengabdian Masyarakat dan Riset Pendidikan RESLAJ: Religion Education Social Laa Roiba Journal Foreign Language Instruction Probe Lantera: Jurnal Komunikasi dan Penyiaran Islam Masile:Jurnal Studi Ilmu Keislaman ETERNAL: English Teaching Journal DUTIES: Education and Humanities International Journal Multidisciplinary: Journal of Education and Learning Indonesian Journal of Islamic Education and Learning Jurnal Literasi Indonesia
Muhammad Aulia Taufiqi
Institut Pesantren Babakan Cirebon
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Deciding When and How to Use AI in EFL Speaking Instruction: Evidence from Surveys and Teacher Interviews Samikshya Bidari; Muhammad Aulia Taufiqi
DUTIES: Education and Humanities International Journal Vol. 2 No. 1 (2026): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v2i1.309

Abstract

The integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) instruction has expanded rapidly, yet little is known about how teachers make pedagogical decisions regarding AI use in speaking classrooms. This study investigates how EFL teachers explain and justify their decisions about when and how to use AI tools in speaking instruction, employing a convergent mixed-methods design. Quantitative data were collected through a survey of 24 teachers, analyzed using descriptive statistics, while qualitative insights were obtained from semi-structured interviews with 12 teachers, analyzed thematically. Findings reveal that teachers adopt a selective, context-sensitive approach, prioritizing AI for pronunciation practice and fluency exercises, where immediate feedback and structured practice are most effective. Teachers exercise professional judgment to balance AI affordances with pedagogical objectives, contextual constraints, and ethical considerations, ensuring that AI supplements rather than replaces human interaction. The study highlights the multidimensional nature of teacher agency in AI-supported speaking instruction and provides practical implications for professional development and curriculum design. Future research could examine AI integration across other language skills, diverse educational contexts, and longitudinal impacts on learners’ speaking proficiency and autonomy.
Optimizing Students' Writing by Using Chat GPT Alrina Raras Tacazely; Muhammad Aulia Taufiqi Aulia
Foreign Language Instruction Probe Vol. 3 No. 2 (2024): Technology in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i2.414

Abstract

ChatGPT has become increasingly popular in recent times due to its utilization of AI technology, surpassing Google in terms of effectiveness. It is also widely used by students as a valuable learning tool. When learning English, ChatGPT can aid in translating passages and evaluating students' writing. This study aimed to assess the impact of ChatGPT on students' writing skills. The results demonstrated that students were able to identify their writing mistakes through the use of ChatGPT. Not only did ChatGPT provide corrections, but it also offered comments on their writing, facilitating easy revision. Furthermore, students exhibited improved writing when compared to using Google Translate. While Google Translate merely translates the text, ChatGPT provides suggestions for enhancing the writing, resulting in more cohesive compositions. However, students argued that Google Translate was more convenient because it allowed for automatic translation by simply taking a picture of their writing. In contrast, ChatGPT requires manual typing of the text. It is worth noting that although Google Translate offers convenience, ChatGPT provides valuable guidance for better writing. In conclusion, ChatGPT can serve as an alternative for teaching writing. Teachers can encourage students to utilize ChatGPT to evaluate their writing, ensuring that they do not overly rely on it and make progress in learning English. By striking a balance between independent writing skills and the assistance of ChatGPT, students can enhance their overall language proficiency.
Co-Authors Abdul Hanan Aldha Williyan Alindri, Hida Fatimah Alrina Raras Tacazely Aulia Priangan Charlotte Krüss Didit Kurniadi Fitriah Fitriah Fitriah Fitriah Fitriah Imam Sibaweh Januarius Mujiyanto, Januarius Komariyah M Bambang Purwanto Mohammad Hisyam Yahya Munadi Munadi Nur Azizah Nurul Inayah Purbaya, Deden Rifki Azis Rudi Hartono Ruli Astuti Salamah, Diniyatus Samikshya Bidari Sibaweh, Imam Siti Maryam, Neneng Siti Mulkiyah Sofy, Malik Tafsir Tantowi Umar Umar Wahyuanto, Eko Wildan Suhandi Yahya, Mohammad Hisyam