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All Journal Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang English Language Education Reviews
Amarullah, A. K.
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Education Languange, Linguistic, Communication & Media Mathematics Other

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DeepL as a Translanguaging Tool in an Indonesian EFL Student’s Academic Writing Fathinah, Fahdah; Rusmawaty, Desy; Aridah, Aridah; Amarullah, A. K.
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.12945

Abstract

This study investigates how an Indonesian EFL student uses DeepL, a machine translation (MT) tool, as part of her translanguaging practices in academic writing, and how she refines machine-generated texts to meet academic standards. Using a qualitative case study design, this research employed semi-structured interviews, writing assignments, and screen recordings to collect in-depth data. DeepL was specifically chosen among other MT and AI tools due to the participant’s consistent preference, contextual accuracy for academic writing, and a unique alternative-word-suggestion feature that appears to facilitate the participant’s text refinement process directly. The findings suggest that DeepL acts as a learning resource that supports vocabulary development, paraphrasing, and linguistic reflection. The participant critically engaged with DeepL’s translation results by employing several strategies, including back-translation, paraphrasing, and text evaluation, demonstrating an awareness of meaning, tone, and academic style. These practices reflect the translanguaging theory that the use of multilingual repertoires can be supported by digital technology in the construction of meaning. The novelty of this research lies in its rich, contextual insights into collaborative interactions between humans and machines in a single case, thereby providing an exploratory foundation for future, larger-scale comparative studies. The findings of this research also contribute to the field of applied linguistics and EFL pedagogy by proposing the pedagogical integration of MT tools to enhance critical digital literacy and reflective language learning.
Self-Recovery Strategies Among Final-Year English Education Students: Coping with Low Motivation During Thesis Writing Tikwan, Titannia Parashemeita; Syamdianita, Syamdianita; Hermagustiana, Istanti Hermagustiana; Amarullah, A. K.
Jurnal Likhitaprajna Vol 28 No 2 (2026): September 2026 (IN PRESS)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i2.985

Abstract

Completing an undergraduate thesis exposes final-year students to academic and emotional pressures that may reduce their motivation and delay thesis progress. Previous studies have widely examined academic stress, burnout, and procrastination among university students; however, limited qualitative attention has been given to how final-year students actively restore and maintain their motivation after experiencing motivational decline. Grounded in Lazarus and Folkman’s Coping Theory and Deci and Ryan’s Self-Determination Theory, this qualitative case study explored the self-recovery strategies used by final-year English education students in coping with low motivation during thesis writing. Four final-year English education students who were actively writing their undergraduate thesis were selected through homogeneous purposive sampling. They were chosen as information-rich participants based on screening results, and the number of participants was considered sufficient because data saturation was reached when no substantially new themes emerged after the fourth interview. Data were collected through individual semi-structured interviews and analyzed using thematic analysis. The findings revealed four major themes: (1) restoring motivation through adaptive strategies; (2) maintaining motivation through self-regulation; (3) personal reasons for persisting; and (4) external support for motivation. Theoretically, this study advances the understanding of students’ motivational recovery by conceptualizing self-recovery as an integrated process that connects coping strategies and self-determined motivation. Practically, the findings suggest that thesis supervisors and academic institutions should provide autonomy-supportive guidance, emotional encouragement, and structured academic support to help students sustain motivation during thesis completion.
English Education Graduates' Reflections on Coping Strategies for Managing Academic Stress Throughout the Final Project Process Firrizqi, Donny Al-Fathir; Amarullah, A. K.; Asih, Yuni Utami; Ahada, Ichi
Jurnal Likhitaprajna Vol 28 No 2 (2026): September 2026 (IN PRESS)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i2.990

Abstract

Academic stress is commonly experienced by university students during the completion of their final projects due to demanding academic tasks, time pressure, and high academic expectations. Although previous studies have identified various coping strategies, limited attention has been given to how graduates reflect on the effectiveness of those strategies after completing their final projects. This study aimed to explore the coping strategies employed by English Education graduates to manage academic stress and examine how they reflected on the effectiveness of those strategies. A descriptive qualitative approach was employed involving five purposively selected English Education graduates to obtain in-depth reflective accounts of their coping experiences. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that participants managed academic stress through both problem-focused and emotion-focused coping strategies, particularly by seeking academic assistance and engaging in relaxation activities. Participants identified effective and less effective coping strategies and drew lessons that informed their responses to future academic challenges. These findings suggest that coping extends beyond immediate stress management and involves a continuous process of reflective learning. This study contributes to the existing literature by suggesting that, among the English Education graduates in this study, reflective evaluation functioned as an integral component of the coping process, through which participants assessed the effectiveness of their coping strategies and identified lessons for responding to future academic challenges.
Co-Authors Ahada, Ichi Aridah Aridah Fathinah, Fahdah Firrizqi, Donny Al-Fathir Hermagustiana, Istanti Hermagustiana Rusmawaty, Desy Syamdianita Syamdianita, Syamdianita Tikwan, Titannia Parashemeita Yuni Utami Asih, Yuni Utami