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ENGLISH FRANCA : Academic Journal of English Language and Education

english
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Published by Institut Agama Islam Negeri Curup

ISSN : 25803670 EISSN : 25803689 DOI : http://doi.org/10.29240/ef

Core Subject : Religion, Education, Social,

Religion Education Languange, Linguistic, Communication & Media Social Sciences

ENGLISH FRANCA : Academic Journal of English Language and Education is an International Jurnal that refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of English as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of English Language Teaching and Linguistics. This journal is an academic journal that published twice a year in May and November by Institut Agama Islam Negeri (IAIN) Curup.

Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa

Articles 203 Documents

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A Comparative Analysis of TOEIC Listening and Reading Performance among Diploma Students in Vocational Higher Education Leni Rohliah; Wirda Ningsih; Aisyah Shahab
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.17553

English proficiency is a critical skill needed by vocational students who are to join the international workforce. The Test of English for International Communication (TOEIC), is one of the widely used tests to assess workplace-oriented English proficiency, which is a testing of listening and reading skills that are needed in a professional setting. The study compared the levels of performance of Diploma 3 (D3) and Diploma 4 (D4) students in vocational higher education in terms of TOEIC listening and reading performance. The research design used in this study was quantitative comparative research design. The sample comprised of 59 students with 35 students in the D3 program and 24 students in the D4 program from Business Administration major. The data were taken out of a TOEIC prediction test, which was taken at the end of the TOEIC preparation course. Descriptive statistics and independent samples t-test were used to analyze the scores to determine whether there were significant differences between the two groups. The results indicated that students in D4 group scored higher on both listening and reading portions of the test than students in D3 group did. The statistical treatment also showed that there were significant differences in the two skills. These results indicated that the variation in academic exposure and length of learning might have an impact on the development of English proficiency in students. The study indicated that, in vocational English training, structured TOEIC preparation, and specific reading and listening activities were important to better equip students to meet the communication requirements of the workplace.

Attitudes toward AI in Writing: Opportunities and Challenges for English Students’ Writing Skills Dony Efriza; Affan Yusra; Heri Usmanto; Rully Andi Yaksa
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.14914

The objective of this study was to examine the influence of learning and innovation skills on students’ attitudes toward the use of artificial intelligence (AI) in writing and its effect on their writing proficiency. A sequential explanatory mixed-method design was employed to provide both statistical and in-depth insights. The quantitative data were gathered by means of questionnaire and writing assessment from 34 second semester English Department students of the Faculty of Teacher Training and Education, Universitas Jambi through stratified random sampling from the population of 120 students. The questionnaire measured students’ attitudes towards AI in writing through communicative, behavioural, and cognitive indicators and the IELTS writing rubric was used to assess writing proficiency. To understand the experiences and perceptions of AI tools such as ChatGPT and Grammarly, qualitative data was collected through semi-structured interviews and classroom observations of seven purposively selected participants. The results showed that students’ attitude towards AI significantly affected their writing skills (Sig. = 0.006 < 0.05). Students who had positive and critical attitudes towards AI produced more coherent, original and well-organized writing, whereas students who were overly dependent on AI performed worse and showed lower creativity. The study finds standard artificial intelligence can be an effective assistive device in developing writing ability when it is paired with sufficient cognitive and ethical consciousness. These findings underline the significance of advocating digital literacy as a norm, critical thinking, and responsible utilization of AI in English language education.

Lecturers' Perceptions of the Use of Technology-Based Legal English Textbooks Yosi Marita; Yuneva Yuneva; Fitri Anita; Mita Maharani
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.17338

The purpose of this study is to explain lecturers’ perceptions of the use of technology-based Legal English textbooks based on numerical data obtained from respondents. A survey approach was employed to gather direct information from respondents regarding their experiences, assessments, and views on the use of technology-based Legal English textbooks. The survey method was considered appropriate as it allowed researchers to reach a number of respondents in a relatively short time and produced data that could be statistically analysed. This approach enabled the researcher to objectively measure the level of lecturers’ perceptions through the collection of data using a structured research instrument. The findings illustrated in the diagram show that the majority of lecturers support the use of technology-based Legal English textbooks, with 74% of respondents stating that they agree or strongly agree. This result has significant implications for legal education, as it demonstrates broad acceptance of digital learning innovations. Such support can serve as a foundation for institutions to formulate official policies that encourage the integration of technology in teaching, while simultaneously strengthening the effectiveness of student learning in developing legal argumentation skills.

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Contact Name
Eka Apriani

Contact Email
efranca.journal@gmail.com

Phone
+6282182803915

Journal Mail Official
efranca@iaincurup.ac.id

Editorial Address
Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

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Kab. rejang lebong,

Bengkulu

INDONESIA

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Eka Apriani

Contact Email efranca.journal@gmail.com

Phone +6282182803915

Journal Mail Official efranca@iaincurup.ac.id

Editorial Address Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location Kab. rejang lebong, Bengkulu INDONESIA

Abstract

Abstract

Abstract

Contact Name
Eka Apriani

Contact Email
efranca.journal@gmail.com

Phone
+6282182803915

Journal Mail Official
efranca@iaincurup.ac.id

Editorial Address
Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location
Kab. rejang lebong,

Bengkulu

INDONESIA