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ELT-Lectura
Published by Universitas Lancang Kuning
ISSN : 23388560     EISSN : 25500724     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELT-Lectura is a biannual publication journal published in the months of February and August; it presents articles on English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academis dissciplines.
Arjuna Subject : -
Articles 222 Documents
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The Impact of AI ChatGPT Integration on Applied English Writing Skills in Hospitality Education: A Sequential Explanatory Mixed-Methods Study Muhyiddin Aziz; Yulius Harry Widodo; Ita Permatasari; Jannatu Laily Noviabahari; Imam Mudofir; Setyo Hastutiningtyas
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/knbejf73

Abstract

The rapid development of generative artificial intelligence has reshaped English language teaching, particularly in writing instruction. This study investigates the integration of ChatGPT in improving applied English writing skills among hospitality students in a vocational higher education context. Using a sequential explanatory mixed-methods design, this study involved 32 students in the quantitative phase and 12 purposively selected students in the qualitative phase. Quantitative data were collected through pre-test and post-test writing assessments, while qualitative data were gathered through semi-structured interviews, classroom observation, and document analysis. Students’ writing was assessed using a hospitality-specific rubric covering tone and politeness, lexical capability, grammatical accuracy, and contextual appropriateness. The findings show a significant improvement in students’ writing performance after ChatGPT-assisted instruction, with the overall mean score increasing from 21.47 to 29.34. The paired samples t-test indicated a statistically significant difference, t (31) = 7.42, p < .001, with a large effect size, Cohen’s d = 1.31. The largest improvement appeared in lexical capability, followed by grammatical accuracy, hospitality tone and politeness, and contextual appropriateness. Qualitative findings reveal that students used ChatGPT for vocabulary expansion, grammar checking, brainstorming, drafting support, and tone consultation. However, the findings also indicate potential risks, including over-reliance, loss of personal voice, and cultural mismatch in hospitality communication. This study concludes that ChatGPT can function as effective pedagogical scaffolding when integrated through structured guidance, reflective practice, and critical evaluation.
Leveraging Podcasts for Reading Comprehension: Students' Perspectives Silfiani Ursula Wago Sina; bambang yudi cahyono; Anik Nunuk Wulyani; Nanang Zubaidi
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/3d1xtj60

Abstract

Reading comprehension plays a fundamental role in English language learning, yet many university students continue to encounter challenges in understanding academic texts and engaging meaningfully with reading activities. This study aimed to describe students' perspectives on leveraging podcasts for reading comprehension and to identify the challenges and opportunities they experienced during the implementation of the learning activity. Employing a descriptive qualitative design, the study involved six English Department students at a private university in Malang who had completed the Reading course. Participants were selected through convenience sampling. Prior to the podcast sessions, participants independently read assigned texts and watched supporting videos on selected topics. Data were primarily collected through semi-structured interviews following the podcast sessions and analyzed using thematic analysis. The findings revealed that students perceived podcasts as an engaging learning medium that encouraged preparation, active discussion, and meaningful interaction with reading materials. Participants also reported challenges related to time management, technical issues, and speaking confidence during the learning process. Addressing a gap in prior podcast research, this study highlights students’ perspectives on podcasts as an interactive discussion medium following engagement with reading materials. The study suggests that podcasts can serve as an alternative instructional medium to facilitate reading comprehension while encouraging active participation in English language learning.

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