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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Al-Irsyad: Journal of Education Science Maspul Journal of English Studies (Majesty)
Ita Sarmita Samad
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media

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Exploring Challenges in Learning English: A Qualitative Case Study of Teacher Education Students in Indonesia Restuti Nursafitri; Ita Sarmita Samad; Sri Rosmiana; Mustakim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i2.2600

Abstract

This study explores the English learning difficulties faced by elementary school teacher education students in the Intensive English Program at Muhammadiyah University of Enrekang. Using a qualitative research design, data were collected through semi-structured interviews and document analysis involving 25 students from the 2020–2021 academic year. The study specifically examines the challenges these students encounter with grammar comprehension, vocabulary retention, and pronunciation fluency. Key findings reveal that these difficulties are exacerbated by psychological barriers such as anxiety, traditional teaching methods, and limited exposure to English outside the classroom. The research underscores the need for innovative, student-centered teaching strategies and contextualized learning methods to address these challenges. Practical solutions proposed include using interactive and communicative approaches, providing regular and constructive feedback, and fostering a supportive learning environment. These recommendations aim to improve English learning outcomes, contributing to the broader discourse on English as a Foreign Language (EFL) education. This study’s novel contribution lies in its specific focus on the unique learning difficulties encountered by students in the Indonesian context, offering actionable strategies for overcoming these barriers in similar settings.
Exploring the Impact of Learning Styles on Speaking Anxiety: A Qualitative Study of English Education Students in Indonesia Restu Anugrawan; Ita Sarmita Samad; Musdalifah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2601

Abstract

This study aims to investigate the relationship between learning styles and speaking anxiety among first-semester English Education Department students at Muhammadiyah University of Enrekang. Speaking anxiety is a significant barrier to language learning, often exacerbated by mismatches between students' learning styles—visual, auditory, or kinesthetic—and traditional teaching methods. To explore this relationship, a qualitative research approach was employed, with data collected through semi-structured interviews and document analysis involving 18 participants. The semi-structured interviews were designed to gather students' perspectives on their learning preferences, experiences with speaking anxiety, and how these factors influenced their speaking performance. The document analysis included an examination of academic records, feedback from instructors, and reflective journals, which provided additional insights into students' speaking challenges and coping mechanisms. The findings reveal that students' learning styles significantly influence their experiences of speaking anxiety. Visual learners struggle with spontaneous speaking tasks due to their preference for preparation and reliance on visual aids. Auditory learners face challenges with pronunciation, often fearing their spoken English will not sound "correct." Kinesthetic learners, on the other hand, experience heightened anxiety in formal, non-interactive settings where they are unable to engage physically with the language. This study underscores the importance of aligning teaching strategies with students' learning preferences to reduce anxiety and foster confidence in speaking tasks. Recommendations include adopting flexible, student-centered approaches such as incorporating visual aids, auditory exercises, and interactive, movement-based tasks that cater to various learning styles. These strategies aim to create more supportive and inclusive learning environments.
Psycholinguistics and Language Learning in the 21st Century: Theoretical and Empirical Perspectives Mantasiah Mantasiah; Sry Wahyuni; Ita Sarmita Samad
Majesty Journal Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i1.118

Abstract

Background. Psycholinguistics plays an important role in explaining how individuals acquire, process, understand, and produce language through various cognitive mechanisms. Purpose. This study aims to examine the role of psycholinguistics in language learning and language development by integrating theoretical foundations and recent empirical findings. Methods. It employed a literature review method using data from peer-reviewed journal articles published between 2020 and 2025, as well as seminal books and theoretical works in psycholinguistics relevant to the topic. The selected literature focused on language learning, language acquisition, cognitive processes, social interaction, affective factors, and digital technology in language education. Data were analyzed descriptively and critically to identify major concepts, research trends, and practical implications. Results. The findings indicate that language learning is influenced by the interaction of cognitive, social, and affective factors. Working memory, attention, and information processing contribute significantly to language acquisition, while social interaction and positive affective conditions support language development and communicative competence. Empirical evidence also demonstrates that digital technologies enhance cognitive engagement, vocabulary retention, and personalized learning experiences. Conclusion. The study concludes that psycholinguistics serves not only as a theoretical framework for understanding language processes but also as a practical foundation for developing effective, adaptive, and learner-centered language learning strategies in the digital era.
THE SWOT ANALYSIS OF EFL LEARNERS’ ADAPTATION TO AI-BASED WRITING TOOLS IN ACADEMIC CONTEXTS Muawwal Al As Ary; Misnawati Usman; Ahmad Rossydi; Ita Sarmita Samad; Sry Wahyuni
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.425

Abstract

The purpose of this study was to analyze the adaptation of English as a Foreign Language (EFL) learners to AI-based writing tools in academic context. Although AI-based writing tools were progressively implemented into language education, limited research has explored how EFL learners interpreted and adapted to these tools. In particular, structured frameworks are infrequently applied to comprehensively analyze this perception. The study employed a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis to investigate EFL learners’ perceptions of AI writing tools such as Chat-GPT, Grammarly, or Quillbot. Data were gathered through semi-structured interviews involving 25 university EFL students. The findings uncovered that students conceived time efficiency and instant grammar feedback as key strengths. In contrast, excessive reliance and deficiency of deep academic understanding were seen as major weaknesses. Opportunities comprised enhanced writing confidence and facilitated idea generation and structured academic writing, while threats focus on diminished critical thinking and passive plagiarism. The results emphasized the demand for ethical pedagogical strategies to guide AI integration in language education.
Co-Authors Mantasiah Mantasiah Misnawati Usman Muawwal Al As Ary Musdalifah Mustakim Restu Anugrawan Restuti Nursafitri Rossydi, Ahmad Sri Rosmiana Sry Wahyuni