The rapid integration of generative AI in higher education has sparked intense debate regarding its potential to undermine student ethics. While concerns about academic dishonesty abound, empirical evidence linking AI dependency to actual integrity levels remains scarce, particularly in EFL contexts. Grounded in Academic Integrity Theory, this study investigated the correlational relationship between ChatGPT use and academic integrity among first-year EFL Master’s students. A quantitative design was employed using validated questionnaires to measure usage patterns and ethical conduct. Data from 25 participants were analyzed through normality testing, descriptive statistics, and Pearson product-moment correlation. Results indicated that students reported high levels of both ChatGPT use (M = 79.00) and academic integrity (M = 81.97). Crucially, the correlation between the two variables was weak and statistically non-significant (r = .326, p = .112), indicating that no statistically significant association was detected between ChatGPT use and academic integrity in this sample. These findings suggest that frequent AI engagement does not necessarily correlate with lower ethical standards among advanced EFL learners. The study highlights the potential for students to integrate AI responsibly and underscores the importance of institutions focusing on AI-literacy training.
Many Indonesian junior high school students still struggle to comprehend English texts, considering the fact that reading comprehension is a crucial skill for learning the language. Although previous studies have displayed the effectiveness of Reciprocal Teaching and Picture Series, limited studies have investigated their combination in recount texts. Therefore, the objective of this study was to evaluate whether there was a significant difference between students taught using this approach and those taught traditionally, along with attempting to examine the impact of Reciprocal Teaching assisted by Picture Series on eighth-grade students’ reading comprehension. In this quantitative study, 60 eighth-grade students participated in a quasi-experimental non-equivalent control group design, with 31 students in the experimental group and 29 students in the control group. The data were collected through pre-test and post-test with 20 multiple-choice questions and analyzed using descriptive statistics, the Shapiro Wilk Test, the Wilcoxon Signed-Rank Test, and the Mann-Whitney U Test through IBM SPSS version 25. Both the control and experimental group significantly improved, according to the findings, however, the experimental group demonstrated more progress than the control group. Therefore, Reciprocal Teaching assisted by Picture Series may serve as an effective alternative for improving students’ reading comprehension of recount texts while encouraging interactive EFL reading instruction.
This research investigates the effectiveness of nursery rhymes as an instructional strategy to improve the listening comprehension skills of fifth-grade students at SD Negeri 02 Pedurungan Kidul, Semarang, in the 2025/2026 academic year. Listening comprehension is a crucial foundation for language learning and successful communication, yet many elementary learners struggle to achieve adequate competence in this domain. To address this issue, nursery rhymes that are both age-appropriate and culturally relevant were integrated into the listening lessons, aiming to strengthen learners’ engagement, vocabulary acquisition, and interpretive skills. Employing a quasi-experimental design, the study compared two groups of fifth graders: one receiving conventional listening instruction and the other engaging with a nursery rhyme–based approach over a ten-week period. Data were collected through pre- and post-tests, classroom observations, and student feedback to assess comprehension progress, attention span, and motivation. Results indicated that the group taught with nursery rhymes achieved significantly better post-test outcomes, demonstrated greater concentration in listening activities, and reported more positive attitudes than the control group. The study suggests that the repetitive, rhythmic, and contextually simple nature of nursery rhymes makes them a valuable tool for developing listening skills in young EFL learners. The implications highlight the importance of adapting curriculum, enhancing teacher preparation, and applying innovative pedagogical practices.
For English as a Foreign Language (EFL) learners, speaking anxiety continues to be a major obstacle to successful language acquisition. This study looks at research trends, contributing factors, and coping mechanisms associated to speaking anxiety in EFL students using a Systematic Literature Review (SLR) and bibliometric analysis. The terms "Speaking Anxiety," "EFL Learners," "Foreign Language Anxiety," and "Classroom Anxiety" were used in a methodical search of the Scopus database for articles published between 2016 and 2026. Thematic analysis was used to qualitatively synthesize 30 articles that were chosen from 314 records using the PRISMA method. VOSviewer was used for bibliometric analysis, specifically for overlay visualization and keyword co-occurrence. The results demonstrate that both internal and external factors, such as low self-confidence, fear of making mistakes, insufficient language competency, fear of receiving a poor grade, and unsupportive classroom situations, have an impact on speaking anxiety. Supportive teaching methods, technology-assisted speaking exercises, group learning, consistent speaking practice, and self-control are all effective coping mechanisms. These results emphasize how crucial it is to combine learner-initiated self-regulation with teacher-facilitated support in order to lessen EFL speaking anxiety and enhance communicative competence.
This study with topic digital learning materials result to explain vocational high school students’ perceptions of the usefulness of digital learning materials and to identify their needs for digital learning materials in English learning. This study used a descriptive qualitative approach with a qualitative survey design. The data were collected through a questionnaire distributed through questionnaire to 115 students who are in Grade X and XI at some private vocational high school in Semarang. The respondents came from different vocational classes, including Culinary Arts, Software Engineering, Fashion Design, and Visual Communication Design. The data were analyzed by organizing students’ responses, identifying important points, grouping similar answers, and interpreting them based on the research questions. The decision show that students generally had positive perceptions of need and use digital learning materials. They deliberated the digital learning materials useful because they helped them understand English lessons and supported the learning process. However, the improvement of English skills was still moderate, as many students felt that the materials only improved their skills a little. The findings also show that students needed digital learning materials that matched their vocational majors, included real-life and future job situations, and provided clear explanation. Therefore, digital learning materials for vocational English learning should be mobile-friendly, clear, practical, contextual, and relevant to students’ future plan career.
