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M. Arif Rahman Hakim
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LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Published by Universitas Islam Negeri Fatmawati Sukarno Bengkulu
ISSN : 23552069     EISSN : 26565765     DOI : http://dx.doi.org/10.29300/ling.v9i2.
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The aim of this Journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: Second and foreign language teaching and learning; Literature and teaching; Language in education; Language planning and Language testing; Curriculum design and development for Second/ Foreign Language; Discourse analysis; Translation; and Linguistics; ELT in Muslim Communities
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 192 Documents
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EFL LECTURERS' AND STUDENTS' ACADEMIC WRITING EXPERIENCE AND CHALLENGES IN USING AI WRITING TOOLS: A QUALITATIVE STUDY Fauziah, Meli; Edy, Sarwo; Amrullah, Abdul Karim; Nuraini, Jesi; Apriani, Eka
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.9666

Abstract

This study investigates the experiences and challenges of lecturers and students in the English Tadris Study Program of IAIN Curup in using AI writing tools for academic work. Using a qualitative approach with purposive sampling, data were collected from one lecturer and ten students through interviews, supported by a preliminary pilot study confirming the integration of AI in academic writing practices. The findings reveal that AI enhances idea development, organization, syntactic accuracy, vocabulary refinement, and writing confidence, functioning as a cognitive accelerator that streamlines the writing process. However, significant challenges emerge, including shallow idea generation, rigid structures, machine-like language, inaccurate citations, limited access to premium AI features, and insufficient prompt literacy. The discussion highlights deeper pedagogical implications, particularly the shifting paradigm from “writing as creation” to “writing as collaboration,” emphasizing the lecturer’s role as mediator of ethical AI use. Psychological transformations also appear, where efficiency leads to dependency, forming a “comfort paradox” that threatens independent thinking and authorial identity. The study concludes with recommendations for institutional AI guidelines, AI literacy integration, equitable access, and pedagogical redesign to balance automation with originality.
DEVELOPING METACOGNITIVE AWARENESS READING QUESTIONNAIRE (MARQ) FOR READING COMPREHENSION; A PRELIMINARY STUDY Aprilliandari, Dwi Indra; Handayani, Rindu
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.5370

Abstract

This initial study seeks to create a Metacognitive understanding Reading Questionnaire (MARQ) to evaluate university students' understanding of metacognitive methods in reading comprehension. The MARQ emphasises critical tactics including preparation, monitoring, and evaluation, which are vital for enhancing reading comprehension, especially in academic and assessment environments such as the TOEFL. The study used a qualitative method to assess the initial usefulness of the MARQ, highlighting its potential to guide treatments and improve students' metacognitive awareness and reading ability. Three experts were asked to validate the questionnaire; one expert to validate a construct validation sheet and two experts to validate the content validity sheet. The statements in validation sheets used a Likert-scale from a range of Strongly Agree and Strongly Disagree. The results from the experts were then described in percentages to obtain the validity and reliability of the questionnaire. It is recommended that the tool undergo more improvement for wider use. Integrating metacognitive strategy training into the academic curriculum may augment learning results, enhance reading efficiency, and elevate overall performance in high-stakes reading assessments.

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