Abdul Gafur Marzuki

AI powered pronunciation assistants offer EFL learners opportunities to practise spoken English and receive immediate feedback beyond the classroom. However, their educational value depends on how learners interpret automated feedback and incorporate it into pronunciation practice. This study explored EFL learners’ experiences with these tools, focusing on feedback usefulness, recognition accuracy, learner autonomy, and teacher guidance. A qualitative case study was conducted with 18 undergraduate EFL learners aged 18 to 22 at an Indonesian university. Data were collected through semi structured interviews, non participant observations, and digital artifacts, then analysed using reflexive thematic analysis. The analytical framework focused on immediate feedback and repeated practice, pronunciation awareness, trust in automated recognition, independent learning strategies, and teacher mediation. These dimensions highlight the potential of AI assistants to support pronunciation practice while recognising that automated feedback may not always accurately reflect learners’ intended pronunciation. Teacher guidance therefore remains important in helping learners evaluate feedback critically and connect individual practice with communicative goals. This study positions AI powered pronunciation assistants as supplementary learning resources rather than substitutes for teachers. Their pedagogical value depends on technological reliability, learner engagement, and appropriate instructional support. The conclusions should be confirmed against the actual empirical data and interpreted within the specific context of the study.

Artificial Intelligence (AI) integration into language learning has attracted increasing attention, particularly for enhancing the academic writing of English as a Foreign Language (EFL) students. However, limited research has examined how NLPbased writing tools support both surface-level accuracy and higher-order writing development within pedagogically guided environments, especially in the Indonesian EFL context. This study aims to investigate the effectiveness of NLP-based writing assistants and explore students’ learning experiences. Utilizing an explanatory sequential mixedmethods design, the study involved 100 university students enrolled in an academic writing course. The quantitative phase employed a one-group pretest-posttest quasi-experimental design, while the qualitative phase involved semi-structured interviews. Writing performance was assessed using an analytic rubric covering grammar, cohesion, coherence, and argument structure. Data were analyzed using paired-sample t-tests and thematic analysis. Results revealed a statistically significant improvement in students’ writing performance (p < 0.001), with a large effect size (Cohen’s d = 1.87). Improvements were observed across all writing components, particularly in coherence and cohesion, indicating enhanced organization of ideas alongside linguistic accuracy. Qualitative findings showed increased linguistic awareness, greater engagement in iterative revision, and improved writing confidence. However, students reported difficulty interpreting higher-order feedback on cohesion and argumentation. While findings indicate the potential of NLP-based writing assistants, causal interpretations remain limited due to the absence of a control group. This study highlights the importance of integrating automated feedback with pedagogical guidance to optimize learning outcomes and recommends further research using more rigorous and longitudinal designs.

Artificial intelligence driven speech recognition is increasingly used to support pronunciation practice in English as a Foreign Language (EFL) learning, yet less attention has been given to how learners experience and interpret automated feedback during actual learning activities. This study examined EFL learners’ experiences with AI driven speech recognition for pronunciation training, focusing on feedback usefulness, recognition limitations, changes in learning strategies, and teacher mediation. A qualitative interpretive design was employed with undergraduate EFL learners who engaged in pronunciation activities supported by an AI driven speech recognition tool. Data were collected through semi structured interviews, classroom observations, learner reflection logs, and digital learning artifacts and analyzed using reflexive thematic analysis. The findings showed that learners valued immediate feedback because it enabled repeated practice, self monitoring, and independent correction. However, recognition inconsistencies sometimes made it difficult to determine whether unsuccessful evaluations reflected pronunciation problems or system limitations. Learners therefore interpreted automated feedback critically rather than accepting it as an unquestionable judgment. The findings further indicated that AI supported learner agency, while teacher mediation remained important for clarifying ambiguous feedback and guiding pronunciation adjustments. The study concludes that AI driven speech recognition is most useful as a complementary resource within teacher supported pronunciation instruction, with its pedagogical value depending on both recognition capability and learners’ ability to interpret and use feedback strategically.

The increasing integration of digital technology into higher education has created new opportunities for English learning while raising questions about students’ readiness to use technology meaningfully. This study explored Indonesian university students’ digital readiness and engagement in technology supported English learning and examined the factors shaping their experiences. A qualitative case study design was employed with undergraduate students who had direct experience using digital technologies in English courses. Data were collected through semi structured interviews, non-participant classroom observations, and relevant learning documents and were analyzed using reflexive thematic analysis. The findings showed that digital readiness extended beyond access to devices and included confidence, previous digital experience, independence, and the ability to use technology purposefully for academic learning. Students demonstrated stronger engagement when digital activities involved interaction, collaboration, communication, problem solving, and English language production, whereas activities focused mainly on receiving materials or submitting assignments generated less active participation. The findings further indicated that lecturer support, task design, perceived usefulness, accessibility, and previous digital experience shaped both readiness and engagement. The study concluded that digital readiness and engagement were closely connected but were also influenced by the learning environment. These findings highlight the need for Indonesian universities and English lecturers to move beyond providing digital tools and develop learning conditions that strengthen students’ digital confidence, independence, and meaningful participation in English learning.

This study explored how game based learning platforms influenced Indonesian EFL learners’ motivation in technology supported English learning. A qualitative case study design was employed to examine students’ experiences, perceptions, and responses to gamified English learning activities. Data were collected from purposively selected undergraduate EFL learners through semi structured interviews, classroom observations, and relevant learning documents. The data were analyzed using reflexive thematic analysis to identify recurring patterns related to students’ motivational experiences. The findings showed that game based learning increased students’ motivation by making English activities more enjoyable, interactive, challenging, and engaging. Students reported stronger willingness to participate when activities provided clear goals, immediate feedback, opportunities for collaboration, and visible evidence of progress. However, the motivational effects varied according to students’ English proficiency, confidence, previous digital experience, and perceptions of competition and rewards. The findings also indicated that lecturer support and task design played an important role in determining whether game based activities produced meaningful engagement. Activities that were closely connected to English learning objectives encouraged stronger participation, whereas excessive competition, repetitive tasks, or an emphasis on game mechanics could reduce motivation. The study concluded that gamification was most effective when game based technology was integrated with purposeful language learning and appropriate pedagogical support. The findings contribute to EFL research by providing a contextual understanding of how Indonesian university students experienced gamified learning and offer practical implications for lecturers seeking to design more motivating and learner centred English instruction.

The rapid expansion of digital technology in English language teaching has created new opportunities for learning while raising concerns about the marginalization of local cultural values. This study investigated the integration of cultural and local wisdom in technology based English language teaching in Indonesia, focusing on the extent of implementation, the challenges encountered by teachers, and possible strategies for effective integration. A qualitative approach was employed, involving semi structured interviews, classroom observations, and document analysis with English teachers across secondary and tertiary levels. The findings indicated that although teachers acknowledged the importance of incorporating local wisdom, its integration remained partial and largely dependent on individual initiative. Cultural elements were often used as supplementary content rather than being systematically embedded in digital instructional design. Several challenges were identified, including the dominance of globally oriented digital materials, limited access to culturally relevant resources, varying levels of digital competence, and institutional constraints. Despite these limitations, some teachers demonstrated innovative practices by integrating local narratives and project based activities into digital platforms, which enhanced student engagement and contextual understanding. The study concluded that meaningful integration of local wisdom in technology based ELT required more structured pedagogical models, institutional support, and professional development. These findings contributed to the growing discourse on culturally responsive digital pedagogy and highlighted the importance of aligning technological innovation with local cultural contexts in language education.

The rapid development of artificial intelligence (AI) has increasingly influenced educational practices, including English language teaching. However, the effectiveness of AI integration in classrooms largely depends on teachers’ perceptions and their ability to incorporate these technologies into pedagogical practices. This study explored teachers’ perspectives on the implementation of AI tools in English language teaching in Indonesian classrooms, focusing on perceived benefits, challenges, and implications for instructional practice. A qualitative research design was employed to capture teachers’ experiences and viewpoints. Data were collected through semi-structured interviews with English teachers who had experience using AI-based tools, supported by document analysis of instructional materials. The data were analyzed using thematic analysis to identify recurring themes. The findings indicated that teachers generally perceived AI tools as supportive resources that enhanced language learning, particularly by providing immediate feedback on students’ writing, supporting vocabulary development, and assisting in the preparation of learning materials. AI applications also encouraged students to engage more actively in revision and language practice. Nevertheless, teachers expressed concerns about students’ potential overreliance on AI-generated responses and emphasized the importance of guiding learners to critically evaluate AI feedback. In addition, differences in digital literacy, institutional support, and technological infrastructure influenced the extent to which AI tools were effectively integrated into classroom practices. The study concludes that AI technologies can contribute to more flexible and learner-centered language learning environments when used thoughtfully and supported by appropriate pedagogical strategies and institutional policies.

The rapid expansion of mobile technology has transformed language learning practices worldwide, including in English as a Foreign Language (EFL) contexts at the secondary school level. In Indonesia, where English exposure outside the classroom remains limited, mobile learning has emerged as a potential solution to support vocabulary development among junior high school students. This study aimed to explore how mobile learning was adopted for English vocabulary learning, to examine students’ perceptions of its use, and to identify contextual factors that influenced its effectiveness. Employing a qualitative research design, the study was conducted in a public junior high school in Indonesia. Data were collected through classroom observations, semi-structured interviews with students and English teachers, and analysis of learning-related documents. The data were analyzed thematically using an iterative coding process to identify recurring patterns and meanings. The findings revealed that mobile learning facilitated flexible access to vocabulary input, encouraged repeated practice, and increased students’ motivation and engagement. Students perceived mobile-assisted activities as enjoyable and supportive of independent learning, although challenges related to self-regulation, unequal digital skills, and inconsistent instructional guidance were also identified. The study further found that the effectiveness of mobile learning depended largely on pedagogical integration, teacher mediation, and infrastructural readiness rather than on technology alone. Overall, the study highlighted that mobile learning functioned most effectively when aligned with instructional goals and classroom practices. These findings contributed to a deeper understanding of mobile learning adoption in EFL vocabulary instruction and offered practical implications for teachers, schools, and policymakers seeking to implement sustainable and pedagogically grounded mobile learning initiatives at the junior secondary level.

This study examined the effectiveness of technology-integrated instruction in enhancing EFL students’ critical reading skills within an Indonesian university context. Grounded in concerns about students’ limited critical literacy and the growing emphasis on digital learning in higher education, the research aimed to identify how technology-supported activities could improve students’ ability to analyze arguments, evaluate evidence, and construct informed interpretations of academic texts. Using a qualitative design, the study involved university students engaged in a technology-enhanced reading module that incorporated digital annotation tools, multimedia explanations, and guided online discussions. Data were collected through classroom observations, student reflections, and semi-structured interviews, and analyzed thematically to capture recurring patterns of learning behavior and student perceptions. The findings indicated that technology-integrated instruction provided meaningful scaffolding that fostered deeper engagement with texts and promoted higher-order thinking. Students reported increased motivation and clarity in understanding complex materials when supported by interactive features. However, the results also revealed that some learners required additional time and pedagogical guidance to fully utilize digital tools. Overall, the study contributes to the growing body of research on technology-enhanced literacy by demonstrating the potential of digital platforms to strengthen critical reading skills in EFL settings. The implications suggest the need for intentional instructional design and ongoing digital literacy support to maximize the benefits of technology integration in reading instruction.

This study investigates the effectiveness of deep learning-based gamification using Augmented Reality (AR) in improving vocabulary retention among English as a Foreign Language (EFL) students, while examining how AI-based learning personalization can increase students’ motivation and interest in vocabulary learning. Grounded in a conceptual framework integrating multimodal learning, adaptive feedback, and personalized AI systems, this qualitative study employed classroom observations, interviews, and document analysis. Data were collected from 10 lecturers and 30 university students in the English Language Education program through semi-structured interviews and learning platform records. The results reveal that AR-supported gamification significantly improves vocabulary retention by fostering interactive, contextual learning experiences. Students exposed to gamified AR lessons demonstrated greater enthusiasm, long-term memory retention, and deeper cognitive engagement than those receiving traditional instruction. Furthermore, personalized AI feedback and adaptive content delivery enhanced motivation, self-directed learning, and confidence. Key factors influencing successful implementation included digital infrastructure, availability of trained instructors, and quality of AR content. Despite promising results, this study acknowledges certain limitations, including technical constraints and unequal technology access among learners. Overall, the findings contribute to growing knowledge on AI and AR in language education, offering insights for educators, curriculum designers, and edtech developers. The study suggests further exploration of scalable models and the long-term impact of immersive technologies in diverse contexts.