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Rafika Rabba Farah
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Postgraduate Program Masters in English Education GKB IV, Campus III, Universitas Muhammadiyah Malang, Jalan Raya Tlogomas No. 246 Malang
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English Learning Innovation (englie)
Published by Universitas Muhammadiyah Malang
ISSN : 27237400     EISSN : 27237419     DOI : https://doi.org/10.22219/englie
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
English Learning Innovation (englie) is a refereed publication devoted to research articles concerned with the teaching and learning of English. It also publishes multi-disciplinary research and critical review of issues on applied linguistics, English language teaching and English literature in the context of English as a Foreign Language (EFL). This journal particularly highlights such themes as: 1. ELT in EFL and ESL context. 2. Curriculum and Material Development in ELT. 3. Language Assessment. 4. Computer-Assisted Language Learning (CALL). 5. International and Intercultural Communication. 6. English for Young Learners (EYL).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 155 Documents
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Enhancing EFL students’ academic writing through AI-driven digital tools: Cognitive engagement and affective responses Dwita Laksmita Rachmawati; Dian Fadhilawati; Nirwanto Maruf
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44178

Abstract

Academic writing poses significant cognitive and affective challenges for English as a Foreign Language (EFL) students, particularly in producing scientific articles. Recent advances in artificial intelligence (AI) have introduced digital writing tools that may support both writing performance and learners’ emotional experiences. This study investigated the effects of AI-driven digital writing tools on EFL students’ academic writing quality, cognitive engagement, self-efficacy, and academic emotions. A mixed-methods quasi-experimental study using a one-group pretest–posttest design was conducted with 28 graduate students enrolled in an English Education master's program at a private university in Indonesia. Quantitative data were collected using an academic writing rubric, the Student Engagement Scale, the Self-Efficacy for Writing Scale, and the Achievement Emotions Questionnaire, while qualitative data were obtained through interviews and reflective responses. ANCOVA was employed to analyze the intervention effects. The findings showed that academic writing quality increased from 68.42 to 78.96, student engagement improved from 12.84 to 15.93, self-efficacy increased from 29.87 to 34.18, positive academic emotions rose from 2.91 to 3.38, and negative academic emotions decreased from 2.94 to 2.41. All improvements were statistically significant (p < .01), with moderate-to-large effect sizes (partial η² = .23–.42). Qualitative findings revealed that students perceived AI as a cognitive scaffold that facilitated idea development, language revision, and organization of academic writing while enhancing confidence, engagement, and emotional well-being. These findings suggest that AI-based digital writing tools can effectively support both cognitive and affective dimensions of EFL academic writing when integrated pedagogically and ethically.
EFL teachers’ perceptions of open-ended methods in English instruction: A mixed-methods study in upper secondary schools Tri Wintolo Apoko; Zuhad Ahmad; Martriwati Martriwati
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44187

Abstract

Open-ended instructional methods have been widely introduced to enhance students’ higher-order thinking and communicative skills; however, their implementation in English language teaching in Indonesian upper secondary schools remains underexplored, especially from teachers’ perspectives. This study aims to examine EFL teachers’ perceptions and experiences toward the use of open-ended methods in English instruction. A sequential explanatory mixed-methods design was employed, involving 23 EFL teachers from public and private upper secondary schools in Eastern Jakarta, Indonesia. Quantitative data were collected using a Likert-scale questionnaire and analysed through descriptive statistics, while qualitative data were obtained from teachers’ narrative reflections and analysed using thematic analysis to explain the quantitative findings. The results revealed that EFL teachers held positive perceptions of open-ended methods, recognizing their effectiveness in enhancing students’ critical thinking, creativity, problem-solving skills, and learning motivation. However, teachers reported moderate confidence in implementation and highlighted challenges such as students’ limited language proficiency and difficulty responding to complex questions. Additionally, a strong need for professional development was identified. The study recommends providing sustained professional development, appropriate scaffolding strategies, and institutional support to optimize learning outcomes and facilitate effective integration of open-ended methods in upper secondary EFL classrooms.
The relative roles of vocabulary and sociocultural knowledge in EFL reading comprehension Radiah Hamid; Silva Liani; Ratna Dewi
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44419

Abstract

In comprehending reading texts, EFL students mostly utilize their prior knowledge of linguistic and sociocultural schemata. This study aims to determine the significant correlation and influence of vocabulary and sociocultural knowledge on reading comprehension. Samples of 40 EFL students from the English Education Department of Makassar Muhammadiyah University were selected using simple random and purposive sampling techniques. Data were obtained through proficiency and reading comprehension tests. Regression and correlation analyses were performed using SPSS Version 27 to analyze the collected data. The results of this study indicated that the students’ vocabulary knowledge significantly influenced their reading comprehension; however, their sociocultural knowledge proved to be insignificant in influencing their reading comprehension. The results revealed that linguistic schemata still play a major role in the EFL students’ comprehension processing. Furthermore, the correlation analysis showed that despite having better sociocultural knowledge, students must possess better vocabulary mastery, because their comprehension still heavily depends on their competence in the meaning, use, and forms of English words. The contribution of this study is to support the development of a method that helps students use their linguistic knowledge to appropriately activate their background knowledge when understanding various English reading texts.
EFL students’ digital literacy in the 21st century: Skills and ethical challenges in Indonesian high school Adi F. Mahmud; Geminastiti Sakkir; Musdalifah
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44465

Abstract

This study investigates EFL students' digital literacy and ethical dilemmas at SMA Negeri 1 Halmahera Utara, eastern Indonesia. The aim is to explore how students engage with digital technology, focusing on their technical skills and ethical conduct. A quantitative approach was used to collect data from 75 students via a questionnaire assessing digital abilities and ethical behaviours across 9 and 7 dimensions, respectively. The findings reveal that while students display moderate digital skills, their proficiency is higher in consumer-related activities like online shopping and communication. However, significant gaps exist in areas like information verification and comparison. Regarding digital ethics, students showed reasonable awareness but committed notable ethical breaches, particularly in privacy issues such as sharing images without consent. This research highlights the need to integrate digital literacy and ethics in EFL programs, as students' digital competence and ethical understanding remain underdeveloped. This study makes a significant contribution by thoroughly examining digital abilities and ethics among Indonesian high school students. This study provides a dual perspective on how students engage with digital technology's practical and ethical aspects, contrasting with prior research that examines these domains in isolation. The results underscore significant deficiencies in students' digital literacy, particularly in information verification, comparability, and understanding of digital privacy and ethics.
Teacher readiness in the age of AI: Exploring ChatGPT integration in language teaching Rini Susanti; Indawan Syahri; Umar Abdullah; Tri Rositasari; Aqbal Prastio; Selamat Husni Hasibuan
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44492

Abstract

Despite the abundant use of ChatGPT, teachers are not sure how to embed it into their practice of teaching in a meaningful way; thus, professional development is essential for teachers to develop in AI-supported language teaching. A mixed-methods design was adopted as this study was conducted in three stages. First, a closed-ended questionnaire was conducted to evaluate how teachers began to learn about AI. This was followed by a two-day workshop which explained the advantages and disadvantages of ChatGPT as well as hands-on training. Then an open-ended questionnaire was conducted three months later to understand how teachers had started to incorporate AI into their teaching. As a result, teachers were initially less prepared for AI in general and less familiar with AI tools (M=2.1) and ChatGPT for teaching (M=1.9). Qualitative results also showed that teachers became more confident in integrating ChatGPT in language teaching after the workshop. Three months later, teachers reported using AI to support lesson preparation, particularly in developing teaching materials and vocabulary activities, but still faced challenges in AI accuracy, prompt design, and adapting AI-generated content to learners’ demands. In general, the findings indicate that professional development is crucial to support teachers in going from beginner to expert in AI and to use it effectively. This study is important in the ongoing debate about AI in education and reinforces the power of teachers to oversee how AI will be used in education in the classroom.

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