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All Journal SALEE: Study of Applied Linguistics and English Education DUTIES: Education and Humanities International Journal
Alaa Hussein Jafar Al-Anbari
Amity University, Delhi, India
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Narrative Explorations of EFL Learners’ Engagement with AI Tools in Developing Writing Proficiency Lailatun Najmiah; Alaa Hussein Jafar Al-Anbari
DUTIES: Education and Humanities International Journal Vol. 1 No. 2 (2025): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v1i2.222

Abstract

This study explores the lived experiences of English as a Foreign Language (EFL) learners engaging with Artificial Intelligence (AI) tools to support their academic writing development. Using a narrative inquiry approach, the research investigates how learners describe their interactions with AI technologies such as ChatGPT and Grammarly, and what challenges and opportunities they perceive. Eighteen university-level EFL students participated in in-depth interviews, revealing that AI tools are widely appreciated for enhancing linguistic accuracy, improving efficiency, boosting writing confidence, and supporting idea generation. These benefits align with the Technology Acceptance Model and Sociocultural Theory, suggesting that AI acts as both a facilitator of ease and a scaffold within learners’ Zones of Proximal Development. However, the findings also highlight substantial concerns related to academic integrity, over-reliance, and AI’s limitations in generating culturally nuanced or critically engaging content. This duality reflects the "Paradox of Assistance," where the same features that make AI valuable can also inhibit deeper learning if uncritically used. The study emphasizes the need for intentional, pedagogically guided integration of AI in EFL writing instruction, promoting a balanced Human-AI collaboration that empowers learners as autonomous and reflective writers.
Teacher’s Talk and Students’ Motivation in an English Classroom: Insights from a Case Study Zahratun Nufus; Nur Ifadloh; Alaa Hussein Jafar Al-Anbari; Sanjay Kumar Jha; Sayyidah Shalehah
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2311

Abstract

The context of English as a Foreign Language (EFL) learning, teacher’s talk is crucial to control classroom interactions and enhance language learning. This qualitative case study investigated how seventh-grade female students were motivated to learn English as a result of their teacher’s talk. The study used the Flanders Interaction Analysis Category System (FIACS) to classify teacher’s talk through classroom observations and interviews. The results revealed that giving instructions, asking questions, and expressing encouragement or praise were the most common ways teachers communicated. Students’ motivation and engagement were greatly enhanced by these verbal techniques. On the other hand, engagement was often hampered by the lack of student-centered discourse, such as accepting students’ opinions or using harsh criticism. A key novelty of this study is the exploration of gender dynamics, specifically how a male teacher communicates with an all-female class in an Islamic educational setting, a context rarely examined in prior research. The study highlights the importance of teacher communication strategies in fostering a supportive and motivating EFL classroom environment.
Co-Authors Lailatun Najmiah Nur Ifadloh Sanjay Kumar Jha Sayyidah Shalehah Zahratun Nufus