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Munawwir Hadiwijaya
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Journey: Journal of English Language and Pedagogy
Published by Universitas Insan Budi Utomo
ISSN : 26230356     EISSN : 26545586     DOI : 10.33503/journey
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal title : Journey: Journal of English Language and Pedagogy Initials and abbreviation : Journey Grade : Sinta 4 Prefix DOI : 10.33503/journey E-ISSN and P-ISSN : 2654-5586 and 2623-0356 Editor in chief : Munawwir Hadiwijaya Managing Editor : Hernina Dewi Lestari Publisher : Insan Budi Utomo University Cite Analysis : Google Scholar License : CC BY-SA Former Address : https://ejurnal.budiutomomalang.ac.id/index.php/journey Current Address : https://ejurnal.uibu.ac.id/index.php/journey is a peer-reviewed open access scientific journal which publishes all results of scientific research relating to the fields of language teaching, linguistics, and literature. This journal is publishing triannually, on March, July, and November. Contributors for this journal are academics, practitioners, and researchers in Indonesia and worldwide.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 262 Documents
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A Qualitative Inquiry into the Socio-Economic Determinants of English Learning Motivation among University Students Wijaya, Ahmad Krisnawan; Feri Ferdiyanto; Zainuddin, Zainuddin
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.3108

Abstract

The present research seeks to explore how certain social and economic factors affect the motivational process of learning English among university students at Islamic Zainul Hasan Genggong University. A qualitative case study was chosen as the research methodology, and data were collected through written interviews with 10 students from the Department of English Education across various semesters. Thematic analysis was used to analyze the data. From the results, it can be noted that students’ motivation is shaped by interactions among factors such as family influence, peer environment, exposure to technology, and economic conditions. Family expectations and cultural norms contribute to instilling a sense of responsibility and commitment to studies in students. Peer involvement and digital communication provide further avenues for exposure to the target language. Financial pressures, on the one hand, make learning difficult owing to the lack of necessary study materials and increased stress, while on the other hand, they motivate the students to learn English so as to secure better job opportunities in the future.
AI-Assisted Feedback in EFL Academic Writing: Evidence from Indonesian Pre-Service English Teachers Ardian, Fahrur; Brinda, Sonya; Zakiya, Lus Firdaus; Hidayatullah, Muhammad Ridwan
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.3443

Abstract

The integration of artificial intelligence (AI) in language learning has created new opportunities for improving students’ writing skills through immediate and personalized feedback. This study investigated the effectiveness of AI-assisted feedback in enhancing EFL academic writing among Indonesian pre-service English teachers and explored their perceptions of its use. An explanatory sequential mixed-methods design was employed involving 60 students enrolled in an academic writing course. Quantitative data were collected through pre-test and post-test writing assessments administered to an experimental group receiving AI-assisted feedback and a control group receiving conventional lecturer feedback. Qualitative data were gathered through semi-structured interviews with selected participants from the experimental group. The findings revealed that the experimental group achieved significantly greater improvement in writing performance than the control group, particularly in grammar, organization, and vocabulary. Interview results indicated that students perceived AI-assisted feedback as useful, accessible, and supportive of their writing development. The participants also reported increased confidence and greater engagement in the revision process. However, concerns regarding excessive dependence on AI were also identified. Overall, the study suggests that AI-assisted feedback can serve as an effective supplementary tool for enhancing academic writing instruction in EFL contexts.

Page 27 of 27 | Total Record : 262

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