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Language and Education Journal
Published by Universitas Islam Ogan Komering Ilir Kayuagung
ISSN : 25034936     EISSN : 27468747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Language Teaching English, Language Testing and Evaluation, ELT Material Development Translation in English Education, Linguistics Discourse Analysis in English Education, Analysis on English Literatures in English Education Context.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 341 Documents
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LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY Astrid, Annisa; Desvitasari, Deta; Chairuman, Muhamad Chalik; Dirgantara, M. Raditya Ramadhani; Azzahra, Fatimah
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.353

Abstract

This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns.  
The Role of Informal Digital Learning of  English (IDLE) in Enhancing  EFL Students' Language Skills  and Digital Literacy in Higher Education Yaqutil Ummi Rohimah; Siti Mariam; Lulut Widyaningrum
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.394

Abstract

The development of digital technology has significantly impacted English language education, with students increasingly turning to Informal Digital Learning of English (IDLE) through platforms such as YouTube, TikTok, and mobile applications. This study aimed to investigate EFL students' IDLE practices and examine IDLE's role in enhancing their language skills and digital literacy in higher education. Employing a mixed-methods approach with a descriptive design, this study involved 43 undergraduate students from an English Language Education program at UIN Walisongo Semarang, Indonesia, selected through purposive sampling. Data were collected via an online questionnaire comprising 17 Likert-scale items and 3 open-ended questions and analyzed using descriptive statistics and thematic analysis. The findings showed that students were highly engaged in IDLE, particularly through bite-sized content on social media and YouTube. Moreover, IDLE significantly contributed to students' language skills, including vocabulary, listening, and speaking, as well as digital literacy skills such as confidence in navigating digital platforms and evaluating online information. This study highlighted IDLE as a meaningful bridge between informal and formal learning, fostering independent and digitally competent EFL learners.
Factors Influencing the Decline of Students’ Motivation in Higher Education Speaking Classes at the University of Riau Kepulauan. Niwanda, Tantri; Dewi , Desi Surlitasari; Adam, Adam
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.402

Abstract

Speaking motivation plays a fundamental role in second language learning; however, many students experience a decline in motivation when participating in speaking classes. This study aims to investigate the contributing factors behind this decline by focusing on classroom environment, teaching methods, lecturer behavior, and students’ self-confidence. A qualitative descriptive approach was employed, involving the distribution of questionnaires to 35 students and semi-structured interviews with 8 selected participants. The questionnaire findings reveal that a lack of confidence is the dominant factor, affecting 62% of respondents, who reported feeling fear of making mistakes, embarrassment, and anxiety when speaking English. The classroom environment was also influential, with 53% of respondents stating that noise, discomfort, and poor facilities reduced their motivation. Additionally, 52% agreed that monotonous instructional strategies contributed to boredom, while 48% indicated that lecturer behavior affected their willingness to participate. The interview data further support these results, showing that psychological discomfort and limited interaction negatively affect participation. Overall, the findings indicate that both internal and external factors contribute to demotivation in speaking classes. Therefore, lecturers need to create a supportive learning atmosphere, apply varied interactive teaching methods, and provide positive feedback to help students develop confidence and enhance motivation.
Critical Thinking in EFL Academic Writing:A Needs Analysis at the Define Stage of the 5D Model Yuni Putri Utami; Syafira Alfiani; Laudiya Aurilia Putri
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.404

Abstract

The rapid advancement of artificial intelligence (AI) has significantly altered English language instruction, highlighting the importance of critical thinking (CT) in academic writing. However, CT-oriented writing materials for informatics students in English for Specific Purposes (ESP) contexts remain limited, indicating the importance of a thorough needs analysis to guide content development. This study seeks to examine students’ needs for CT-integrated writing in English materials by applying the 5D Model (Define, Design, Develop, Demonstrate, Deliver). A mixed-methods approach was employed to collect extensive data, including questionnaires, interviews, and curriculum analysis. The findings demonstrate that, while students have a very high level of understanding of critical thinking, their ability to apply it in academic writing is uneven. The Define stage emerged as the most important phase because it clarifies learning demands, establishes instructional goals, and identifies skill gaps. Scaffolding approaches, critical reading exercises, and formative feedback are all important components for lecturers to assist writing development. As these instruments were introduced, students reported higher levels of confidence, conceptual knowledge, and the capacity to develop evidence-based arguments. The findings emphasize the necessity of incorporating critical thinking into writing instruction as a key component of ESP material production, especially in AI-driven learning environments. A comprehensive needs analysis is thus required to ensure that instructional materials properly meet learners' academic needs.
Exploring the Experiences and Challenges of Non-English Teachers in Teaching English at Primary Schools in Poso, Central Sulawesi Fadhilah Zamzam; Maghfira; Eva Setyarini; Rahayu Prasetya Ningsih; Dewi Rara Amiati; Muhammad Asy’ari
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.407

Abstract

This study aimed to explore the experiences and challenges faced by non-English teachers who were occasionally required to teach English in primary schools when specialized teachers were unable to attend classes. Using a qualitative descriptive approach, data were collected through in-depth semi-structured interviews with three non-English teachers from rural primary schools in Poso Regency, Central Sulawesi. The findings revealed that non-English teachers felt pressured and unprepared due to the lack of prior preparation in English instruction. They experienced difficulties in selecting appropriate teaching methods, pronunciation, and vocabulary, which led to hesitation in acting as language models for students. To cope with these challenges, teachers relied heavily on online resources such as Google Translate and instructional videos. Although these strategies helped maintain classroom activities, instruction often focused on repeating previously taught materials rather than introducing new content, resulting in limited student learning progress and misalignment with curriculum objectives. Despite these constraints, the teachers expressed strong motivation and enthusiasm for professional development. The study highlighted the urgent need for basic English instruction training for non-English teachers to strengthen their linguistic competence and instructional confidence.
Patterns and Sources of Errors in EFL Descriptive Writing: Evidence from Universitas Jambi Students Lestari, Trie; Fajaryani, Nunung; Thabran, Yulhenli
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.412

Abstract

This study investigates the types and causes of errors in descriptive writing produced by first-semester EFL students, focusing on texts describing people and places. Data were collected through two writing tasks administered to a purposively selected class, complemented by interviews with six representative students. Using Dulay’s surface strategy taxonomy, errors were classified into omission, addition, misformation, and misordering, while their causes were analyzed based on the frameworks of Brown and Norrish. The findings indicate that omission and misformation were the most frequent error types, reflecting students’ limited mastery of basic grammatical features such as subject-verb agreement, article usage, and adjective order. Interview data supported the written analysis, revealing contributing factors such as inadequate grammatical knowledge, native-language interference, and limited attention to linguistic accuracy. Although the small purposive sample limits generalizability, the study offers pedagogical insights to improve EFL writing instruction by enhancing grammar awareness and self-revision strategies.
Understanding the Impact of Artificial Intelligence on Students’ Speaking Proficiency: A Lecturer's Perspective Bambang Purwanto, Muhammad; Prima, Anggra; Ridayani, Ridayani; Aisyah, Aisyah; Rozi, Fahrur
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.425

Abstract

The rapid integration of Artificial Intelligence (AI) in higher education has transformed English language teaching, particularly in developing students’ speaking proficiency. This study explores English lecturers’ perceptions of AI use in speaking instruction at STIAB Smaratungga Boyolali, a Buddhist higher education institution in Central Java, Indonesia. Employing a qualitative descriptive design with a phenomenological approach, five lecturers were purposively selected as participants. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using a thematic analysis approach. The findings reveal that lecturers generally hold positive perceptions of AI, recognizing its role in enhancing students’ confidence, fluency, and pronunciation, while emphasizing that AI functions as a supplementary tool rather than a replacement for teachers. Lecturers also identified challenges, including limited infrastructure, ethical concerns, and the need for digital literacy and pedagogical training. AI-assisted activities, such as self-practice, chatbot conversations, and project-based learning, were found to foster autonomous learning and active student engagement. This study contributes to the understanding of the pedagogical potential and limitations of AI in English-speaking instruction, offering insights for curriculum design, teacher development, and the responsible integration of technology in higher education.
Students’ Perceptions of AI Use in Supporting Critical Thinking: A Small-Scale Survey of English Education Students Apriani, Eka; Muthmainnah; Gempar, Stefhanie Putri Cusa; Sanjaya, Hengki Kris; Taman, Mona Refaat; Supardan, Dadan
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.432

Abstract

When Artificial Intelligence (AI) was incorporated into higher education, there was a major change. However, AI's influence on critical thinking remains an important issue for teachers. This study uses a quantitative survey design to explore the role of AI in developing critical thinking skills. The sample for this study comprised 10 fifth-semester students from the English Language Studies Study Program at IAIN Curup who followed the STEM education path. Data were collected using a structured questionnaire instrument with a 5-point Likert scale, validated to measure the frequency of AI use and critical thinking indicators. The findings show diversity in students' perceptions of AI's effectiveness in supporting their cognitive processes. From the descriptive findings, it has been revealed that 30 percent of the respondents strongly agreed and another 20 percent agreed with the proposition stating that the use of artificial intelligence increases efficiency in learning and processing information. However, there are also plenty of doubts: 30 percent of respondents were unsure about this issue, while 20 percent disagreed. This suggests a risk of dependence that may interfere with critical thinking and rational judgment when technology is used improperly. It is important to note that the results of the current study cannot be generalized due to the limited sample size.
Vocabulary Learning Strategies of a Fluent EFL Learner: A Case Study Jingga Ameira; Sigit Suharjono
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.448

Abstract

Vocabulary knowledge plays a crucial role in EFL learning; however, limited qualitative research has explored how fluent learners apply vocabulary learning strategies in authentic contexts. This study aims to investigate the strategies used by a fluent EFL learner and examine how these strategies reflect cognitive and metacognitive processes based on Schmitt’s taxonomy. A qualitative single-case study design was employed, involving one fluent English learner selected through purposive sampling. Data were collected through a semi-structured interview and analyzed using systematic qualitative procedures. The findings reveal that the participant employed all five categories of vocabulary learning strategies in a flexible and context-dependent manner. Cognitive and metacognitive strategies were more prominent, as reflected in active engagement, contextual learning, and self-regulated learning practices. Vocabulary development was primarily supported by meaningful exposure and communicative use rather than mechanical memorization. These findings highlight the importance of examining fluent learners as information-rich cases to better understand effective vocabulary learning processes. The findings suggest that vocabulary instruction should emphasize authentic language use, strategic flexibility, and learner autonomy in higher education contexts.
Reading Attitude, Reading Interest, and Reading Achievement among Eleventh-Grade Students Ria Lestari; Tridinanti, Gaya; Manurung, Jenny Elvinna
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.453

Abstract

The study aimed to determine whether students’ psychological factors, particularly their attitudes and interests toward reading, were significantly related to their academic performance in reading English texts. This study employed a quantitative correlational design. The population consisted of all eleventh-grade students at SMA Negeri 21 Palembang, with a total of 388 students, and a sample of 105 students was selected through cluster random sampling. Data were collected using two questionnaires and a reading test. The collected data were analyzed using Pearson Product-Moment correlation and multiple regression analysis to determine both partial and simultaneous relationships among the variables. The results showed that there was no significant correlation between reading attitude and reading achievement. Provides a concise summary of purpose, methods, results, and conclusions. The key statistics (r = 0.028, r = 0.377, R² = 0.143) are appropriately included. indicating that students with higher reading interest tended to achieve better reading performance. Furthermore, multiple regression analysis revealed a significant simultaneous relationship between reading attitude and reading interest toward reading achievement (r = 0.378, p = 0.000), with a combined contribution of 14.3%. These findings suggest that reading interest plays a more influential role in supporting students’ reading achievement.

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