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All Journal IJELR: International Journal of Education, Language, and Religion Journal of English Language and Education Kajian Linguistik dan Sastra Al Lughawiyaat
Elviani, Mutia
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Words That Work: A Thematic Study of Persuasive Language in Online Advertisements Harahap, Ahmad Fadli; Losi, Rizky Vita; Elviani, Mutia; Panggabean, Hanna Maria; Hamdanur, Roobby
Kajian Linguistik dan Sastra Vol. 4 No. 2 (2025): Mei 2025
Publisher : Prodi Sastra Indonesia, FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/kalistra.v4i2.43431

Abstract

In the rapidly evolving digital era, online advertising has emerged as a central strategy in marketing communication. While language plays a crucial role in crafting persuasive advertisements, few studies have provided a thematic synthesis of the linguistic strategies used in online ads. This study aims to identify and synthesize persuasive linguistic strategies as discussed in recent academic literature. The research employs thematic analysis based on Braun and Clarke’s six-phase framework. Data were collected from ten peer-reviewed journal articles published between 2020 and 2025, each focusing on persuasive language in digital advertising. The analysis revealed four dominant themes: Emotional Resonance, Building Credibility, Interactive Appeal, and Aesthetic Persuasion. These findings demonstrate that language in online advertising is not only used to convey product information but also to establish emotional connections, build trust, stimulate audience engagement, and enhance the aesthetic appeal of the message. The study offers practical implications for advertisers, encouraging a focus on emotional and interactive elements in message construction. It also calls for further research into the effectiveness of these strategies across different digital platforms and cultural contexts.
The Use of ChatGPT Feedback on Writing Quality: A Content Analysis of Students’ Writing Assignment Elviani, Mutia; Liani, Ghustiva
AL LUGHAWIYAAT Vol. 6 No. 1 (2025): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i1.11552

Abstract

This study investigates the effectiveness of ChatGPT feedback in enhancing the writing skills of semester four students at Business Administration study program, which is mostly as Gen Z and constitute a significant portion of today’s global population. Utilizing a mix-method approach, the research explores both quantitative and qualitative aspects of students’ interactions with ChatGPT in the context of foreign language education. A pre-test and a post-test design were employed, involving six students learning English as a Foreign Language (EFL). Through students writing assignment and questionnaires, the use of ChatGPT and its feedback on students’ writing assignment was employed. Quantitative analysis data was examined using Six Trait Writing Framework. It revealed significant improvements in various aspects of writing, including ideas and content, organization, voice, word choice, sentence fluency and convention based on the feedback from ChatGPT. Qualitative questionnaire results verified the findings since students generally held the most optimistic attitudes toward ChatGPT's ability to increase their writing skill. The study reflects the potential role of ChatGPT as a novel learning tool to increase the writing competence of Generation Z students. Overall, the study highlights the potential of ChatGPT as an innovative educational tool to improve writing skills. The findings underscore the value of incorporating AI-powered technologies into language learning to meet the changing needs of today’s learners. Keywords:‎ ChatGPT, Writing Skills, Language Learning, Educational Technology
Transforming Language Learning: Project-Based Learning through Video Conferencing Platforms as Tools to Enhance Willingness to Communicate Panggabean, Hanna Maria; Safi’i, Muhamad; Elviani, Mutia; Manik, Ronika Apriyanti; Liani, Ghustiva
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1672

Abstract

This study examined the effectiveness of project-based learning (PBL) that was integrated with video conferencing platforms such as OmeTV to assess its impact on willingness to communicate (WTC) in English. Fifty students from vocational college were selected as an experimental group who received PBL approach, and another fifty students participated as a control group, who only attended video conferencing session. The study employed mixed methods, incorporating both quantitative and qualitative data, to investigate students’ improvement on WTC before and after the implementation of PBL activities.  A questionnaire was developed by adopting WTC model from McIntyre (1998) to assess the effectiveness of PBL on the students’ WTC; meanwhile, in-depth interviews took place to explore the experiences and perspectives of how a supportive English environment can influence their WTC, challenge them to use English more actively and interactively, and overcome the difficulty of misunderstanding across cultures. The findings revealed a significant improvement in WTC for the experimental group, indicated by a t-value of 16.780 (p 0.001) and an R² increase from 45.3% to 85.4%. Conversely, the control group showed moderate improvement (t-value of 12.333, p 0.001) and an R² increase from 12.8% to 76%. This implied that video conferencing alone had a positive effect on the students’ WTC, but it was less impactful compared to the experimental groups who received PBL approach. Meanwhile, the interview results highlighted three key themes, namely, 1) feeling motivated to continue communicating in English and building confidence as an indicator of improved WTC, 2) challenges with foreigners helped them identify and overcome their language barrier and fear of making mistakes, and 3) usefulness of video conferencing session that provided authentic communication. Video conferencing platforms, such as OmeTV, enhance students' communication skills and build their confidence. Overall, the study contributes to the development of pedagogical approaches, as PBL offered student-centered learning to enhance their English language proficiency and communicative competence in the context of vocational students.
Enhancing Students’ Speaking Proficiency through Project-Based Learning and AI-Supported Tools (Orai App) Elviani, Mutia; Sihombing, Tahan H.J.; Hamdanur,, Roobby; Liani, Ghustiva; Nuraini, Nuraini
International Journal of Education, Language, and Religion Vol 7, No 2 (2025): November (In-Progress)
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i2.13923

Abstract

This study examines the effectiveness of integrating Project-Based Learning (PBL) with AI-supported tools, specifically the Orai application, to enhance students’ English-speaking proficiency. Conducted as a Classroom Action Research (CAR), the study involved two cycles, each including pre-tests and post-tests, assessed using the Speaking Rubric proposed by O'Malley and Pierce (1990). The participants were 25 first-semester students from the MICE (Meetings, Incentives, Conventions, and Exhibitions) study program enrolled in the English 1 course at the Business Administration Department of Politeknik Negeri Medan during the 2025/2026 academic year. This study used a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive analysis of the intervention. The quantitative data revealed significant improvements in students' speaking proficiency. The pre-test mean score was 75.28, and by the post-test, the average score had increased to 86.00, reflecting a 10.72-point improvement. Additionally, Cycle 1 indicates an average increase of 5.96 points (from 75.28 to 81.24), while Cycle 2 shows a further 2.6-point improvement (from 81.24 to 83.84). This demonstrates a consistent upward trend in students' speaking skills throughout the intervention. Meanwhile, qualitative data further supports these findings, highlighting increased confidence, engagement, and active participation among students, particularly in real-world tasks related to tourism and hospitality. However, the intervention also revealed areas for further refinement. There is a need for more personalized support from instructors to address individual learning challenges, and a wider range of topics to cater to students' diverse interests and career aspirations. The integration of AI tools supported students in practicing individually and fostered greater confidence and more active engagement in collaborative projects. The results suggest that applying PBL with AI-assisted applications is an effective instructional strategy to address speaking challenges in English language learning at the tertiary level.
Co-Authors Hamdanur, Roobby Hamdanur,, Roobby Harahap, Ahmad Fadli Liani, Ghustiva Losi, Rizky Vita Manik, Ronika Apriyanti Muhamad Safi'i Nuraini Nuraini Panggabean, Hanna Maria Sihombing, Tahan H.J.