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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Modern Approaches to Communication, Humanities, and Academia Journal of Research in English Language Teaching and Linguistics
Nur Ifadloh
Universitas Lambung Mangkurat, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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The use of YouTube videos to enhance students’ pronunciation accuracy Ratna Widya Iswara; Silvia Catalan Ambag; Nur Ifadloh
Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i1.7

Abstract

This study addresses the critical role of pronunciation in effective English communication, emphasizing the need for innovative and engaging instructional methods beyond traditional drills. While existing research highlights the benefits of digital media, particularly YouTube, for language learning, there remains limited understanding of how learners actively engage with YouTube content specifically for pronunciation improvement. Current studies often focus on performance outcomes or general attitudes, neglecting detailed insights into learners’ strategies and perceptions during their interaction with such media. This research aims to explore how students utilize YouTube videos to enhance their pronunciation accuracy, emphasizing learner autonomy and active engagement. Employing a qualitative, case study design, the study involved 15 undergraduate students enrolled in an English language education program at a university in Indonesia. Data were collected through semi-structured interviews and reflective learning journals over a six-week period, allowing participants to document their experiences, usage patterns, and perceived progress. Thematic analysis was used to interpret the data, facilitating an in-depth understanding of the strategies and cognitive processes involved. Key findings reveal that students actively employ various self-directed techniques such as repetition, shadowing, mimicry, and the use of subtitles to improve pronunciation. They engage multisensorily by combining visual, auditory, and reflective strategies, which foster autonomous learning and motivation. The study underscores the importance of integrating YouTube in pronunciation teaching to promote learner-centered approaches and enhance phonological awareness. The implications suggest that language educators should guide students in effective digital strategies and incorporate multimedia resources into their pedagogical practices. Overall, this research contributes to the understanding of learner engagement with digital media and offers practical insights for optimizing pronunciation instruction using YouTube.
From L1 Thinking to L2 Text: Exploring AI-Mediated Translanguaging in University EFL Writing Tasks Nur Ifadloh; Busayo Oluwabukola Alao; Eka Pujiastuti
MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia Vol. 2 No. 1 (2026): MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/matcha.v2i1.348

Abstract

The increasing availability of artificial intelligence (AI) tools has reshaped how university students engage in academic writing, particularly in English as a Foreign Language (EFL) context where multilingual resources play a central role. This qualitative study explores how EFL students use AI tools to mediate translanguaging practices during academic writing tasks and how they interpret AI’s role in moving from L1-based thinking to L2 written production. Drawing on think-aloud protocols, reflective writing journals, writing artifacts, and semi-structured interviews, the study examines writing as a process-oriented and mediated activity. The findings show that students strategically employ AI to externalize ideas, negotiate meaning, and refine language while maintaining agency and authorship through critical evaluation and revision of AI-generated text. AI tools were perceived not only as linguistic support but also as cognitive and emotional scaffolding that reduced writing anxiety and facilitated engagement with complex academic tasks. By foregrounding students’ practices and interpretations, this study contributes to growing discussions on AI, translanguaging, and writing pedagogy, highlighting the need for process-oriented and reflective approaches to AI use in EFL writing instruction.
Co-Authors Busayo Oluwabukola Alao Eka Pujiastuti Ratna Widya Iswara Silvia Catalan Ambag