The This study examined the effects of ChatGPT-based constructive feedback on EFL students’ creative thinking in writing. A total of forty-two undergraduate students participated in this study. They were divided into control and experimental groups. Using the explanatory sequential design, the quantitative data were collected through the true experimental design while the qualitative data used questionnaire. Quantitative data were analyzed using t-test statistics based on the PISA 2021 Creative Thinking Framework, whereas the qualitative data were analyzed using descriptive analysis. The result revealed a significant improvement in students’ creative thinking scores after receiving ChatGPT-mediated feedback (t = –9.79, p < 0.05). This means that AI feedback can enhance not only linguistic proficiency but also students’ creativity in written expression. The questionnaire result indicated that students’ perception of ChatGPT is helpful in generating ideas, reflective learning, and divergent thinking. For students, AI-based feedback was time efficient, precise, and linguistic support that facilitated revision and engagement in writing. However, the existence of the teacher is inevitable since the context of emotional and contextual guidance is highly required in the feedback which cannot be provided by AI based. Thus, it can enhance creativity when it is used as secondary aid to human feedback.
Speaking is one of the most cognitively demanding language skills because learners must retrieve linguistic knowledge, organize ideas, and produce speech simultaneously during real-time communication. Many EFL learners experience difficulties in fluency, accuracy, and confidence due to limited working memory capacity and excessive cognitive load during speaking tasks. This study aimed to investigate the effect of Cognitive Load Theory (CLT) and working memory management strategies on students’ speaking performance. A quantitative quasi-experimental design with a pre-test–post-test control group approach was employed. The participants were 30 ninth-grade students at SMPN 2 Sumberasih, divided into an experimental group and a control group. The experimental group received speaking instruction incorporating cognitive load reduction and working memory management strategies, while the control group was taught using conventional methods. Data were collected through a speaking performance test assessed using a validated speaking rubric and an observation checklist for students' speaking confidence. The data were analyzed using descriptive and inferential statistics, including paired-samples and independent-samples t-tests. The results showed a statistically significant difference in speaking performance between the experimental and control groups, with the experimental group achieving higher scores (p < .05). Students who received the intervention demonstrated notable improvements in fluency, accuracy, and speaking confidence. These results indicate that integrating CLT principles and working memory management strategies into speaking instruction effectively enhances EFL learners' speaking abilities. The study provides pedagogical implications for English teachers in designing cognitively appropriate speaking activities that facilitate language production and improve learning outcomes.
This study aims to examine the effectiveness of using Mobile Assisted Language Learning (MALL) applications in improving EFL students’ speaking fluency and learner autonomy. The research employed a mixed-methods approach with an explanatory sequential design, combining quantitative and qualitative data. Quantitative data were obtained from the results of pre-tests and post-tests of 24 students’ speaking performance assessed using an IELTS-based rubric, while qualitative data were collected through in-depth interviews. The analysis results revealed a significant increase in the students’ average scores from 55.46 to 75.67, with a p-value < 0.05, indicating that the use of MALL is effective in enhancing speaking fluency. The qualitative findings showed that students experienced increased self-confidence, greater learning autonomy, and reduced affective barriers in communication. MALL was also found to support independent learning behaviour through features such as progress tracking, instant feedback, and flexible study time. This study concludes that MALL is not merely a tool for improving linguistic competence but also a medium for cultivating autonomous learner characteristics relevant to the 21st century. The implications of the findings highlight the importance of pedagogically integrating mobile technology to promote learner-centered language education.
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.
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.
