Background: This research uses conversation analysis (CA) to explore interactional meaning-making in Islamic education classrooms, defining learning as an interactional and social achievement rather than knowledge transmission. This study identifies sequential discourse organization, examines IRF sequences during conceptual difficulties, investigates repair practices, and analyzes student participation. Methodology: This qualitative CA study analyzed four audio-recorded classroom sessions at a state Islamic junior secondary school in Manado, Indonesia, involving three teachers across Fiqh, Qur’an–Hadith, and Aqidah Akhlak. The transcribed corpus comprised approximately 80 minutes of interaction across Grade IX and X, conducted primarily in Bahasa Indonesia, including question–answer sequences, discussions, and student presentations. Findings: Classroom discourse was generally organized through Initiation-Response-Feedback (IRF) sequences functioning as a consistent participation framework. Sequences extended through requests for clarification, reformulation, and contrastive questions when students hesitated or showed partial understanding. Repair practices, initiated by teachers or performed independently by students, served as a key mechanism for minimizing misunderstanding and aligning epistemic perspectives. Student contributions expanded locally following teacher prompts without implying general development of interactional competence. Conclusion: These findings support meaning-making as an interactional accomplishment mediated through Bahasa Indonesia in subject-matter classrooms, with implications for interactional competence and academic oral literacy-focused discourse-based pedagogy. Originality: Few Conversation Analysis studies have examined subject-matter classrooms in Islamic education, where religious content is negotiated in a turn-by-turn manner. Specifically, how third-turn design calibrates doctrinal precision, how repair trajectories unfold when the trouble source is doctrinal rather than linguistic, and how textual authority (Qur’an, Hadith) warrants expanded participation remain unaddressed. This study addresses that this gap by showing how IRF, repair, and participation operate when the object of talk is religious rather than general curricular knowledge.
Background: Many EFL students at junior high schools continue to experience speaking anxiety and low self-confidence, including when performing basic monologue speaking. While multimodal AI has increasingly been incorporated into EFL speaking instruction, its use in monologue practice is underexplored. In this context, employing AI Avatar Lip-sync tools may provide an engaging and comfortable speaking experience. Therefore, this study investigated learners’ affective, engagement, and technological experiences during the learning process. Methodology: This convergent mixed-methods study involved 28 eighth-grade students. They were instructed to create AI-generated avatars and record monologues, which were automatically transformed into lip-synchronized animation videos using Pippit AI. Data on their detailed experiences were collected through classroom observations and a questionnaire, then analyzed using thematic analysis and descriptive statistics. Both datasets were then integrated by examining areas of convergence, complementarity, and divergence, thereby providing a more comprehensive understanding of students’ learning experiences. Findings: Quantitative findings revealed high levels of affective (M = 3.95), engagement (M = 4.09), and technological (M = 3.79) experiences. Qualitative findings showed that students enjoyed creating their avatars and voluntarily repeated speaking practice. Additionally, they reported that speaking through avatars made them more relaxed because their faces were not exposed. Despite several technical challenges, students remained enthusiastic throughout the activity and expressed high satisfaction with the final videos. Conclusion: The findings suggest that monolog speaking practice using AI avatar lip-sync has the potential to provide a positive experience across affective, engagement, and technological dimensions. Students reported high enjoyment and self-monitoring through repeated practice, while feeling more relaxed and comfortable when speaking without face exposure. Despite several technical challenges, students expressed high satisfaction with the outcome videos. These findings highlight the potential of AI avatar lip-sync automation in supporting EFL speaking practices. Originality: Most existing studies on AI-assisted speaking predominantly focus on real-time, interactive communication skills, while the combination of recorded monologue practice and AI lip-sync avatar production in EFL junior high school contexts was underexplored. Accordingly, this study addressed the gap by examining students’ experiences with AI lip-sync avatar production for recorded monologue practice.
Background: This study investigates the ideological refraction of Kartini’s epistolary identity across two seminal translations: Symmers’ English Letters of a Javanese Princess and Balai Pustaka’s Malay Habis Gelap Terbitlah Terang. Methodology: Employing Martin and White’s Appraisal Framework, comparative analysis of textual divergences across three narrative phases between the two translations reveals contrasting characterological constructions. The Dutch source is acknowledged as context but not used as a fidelity benchmark, making this a comparison of target-text constructions rather than a source-target shift analysis. Findings: Symmers’ translation textually constructs a figure legible as a tragic victim to be pitied, privileging Appreciation over Affect and encoding Kartini as patient. Balai Pustaka’s translation textually constructs a legible figure as a foundational martyr to be emulated, migrating from Appreciation to Affect and reconfiguring suffering as active labor. These constructions invite divergent readings that align with colonial and nationalist interpretive traditions respectively, though Balai Pustaka’s status as a colonial-government publishing institution complicates any simple attribution of nationalist intention to the translators themselves. Conclusion: Translation thus constitutes not secondary representation but a site of discursive production: the English and Malay translations offer divergent textual resources for remembering Kartini, shaping how she is positioned within competing cultural imaginaries. Originality: By deliberately bracketing the question of fidelity to the Dutch original, this research pivots towards refraction as its governing optic thus advancing the claim that translation is the primary mechanism through which Kartini’s historical identity has been fissured and canonized into two discrete figures conscripted to serve opposing cultural and political imaginaries.
Abstract English as a foreign language (EFL) learners from Indonesian Islamic boarding schools (pesantren) still face problems in developing their skills to read critically in TOEFL Reading comprehension. This paper reports on the application and efficiency of Gamified TOEFL Reading Training, which is the use of gamification principles into the teaching process by awarding scores, badges, leaderboards, and challenges related to reading. The aim was to improve the critical reading ability of santri (students who attend the pesantren). A one-group pretest-posttest research design with a sample size of 35 santri from a pesantren in East Java, Indonesia, was used to collect data with TOEFL Reading test, critical reading test, motivation questionnaire, and classroom observation. Analysis showed that there were significant increases in TOEFL Reading scores (mean difference = 12.4 points; p < 0.001; Cohen's d = 0.87) and critical reading skills, along with highly motivated students during learning. In addition, qualitative data showed that gamification techniques had successfully helped students reduce their anxiety when reading and work collaboratively to analyze the text. This study shows that gamification could be used as a valuable pedagogical tool to develop reading abilities in EFL students in pesantren settings and demonstrates its consistency with United Nations Sustainable Development Goal 4 (Quality Education).
Background: The increasing use of artificial intelligence (AI) in translation technologies is transforming translation pedagogy and creating new opportunities and challenges for translation pedagogy and creating new opportunities and challenges for translator education. As AI-assisted tools become increasingly integrated into professional translation practices, understanding lecturers’ readiness to incorporate AI into teaching becomes essential for effective and responsible implementation. Methodology: This study employed a qualitative descriptive design involving six university lecturers as purposive sampling who can teach translation courses in Indonesia and Timor-Leste. Data were collected through semi-structured interviews and analyzed thematically using Maxqda 2024. Findings: The findings revealed four interconnected dimensions of lecturers’ readiness for AI integration: pedagogical perception, ethical-professional awareness, and institutional ecosystem support. Participants generally demonstrated positive attitudes toward AI and moderate to high technological confidence. However, concerns regarding translation accuracy, overreliance on AI-generated outputs, academic integrity, and ethical responsibility remained evident. Conclusion: Lecturers’ readiness for AI integration extends beyond technological competence and involves pedagogical adaptation, ethical literacy, and institutional support. Effective implementation requires balanced integration that promotes critical engagement with AI while preserving core translation competencies. Originality: This study proposes an AI Readiness Framework for Translation Pedagogy that conceptualizes readiness as a multidimensional interaction among pedagogical, technological, ethical, and institutional factors. The framework contributes to the growing literature on AI-assisted translation education by foregrounding lecturers’ perspectives.
Background: In nations like Indonesia that are vulnerable to natural disasters, early warning systems are essential. Warning messages serve as institutional speech acts in addition to providing meteorological information, with the communicative function of influencing public behavior and risk perception. However, whether these intended functions translate into actual audience effects is an empirical question outside the purview of this textual study. The purpose of this study is to investigate the linguistic realization of speech act configurations and design techniques in BMKG online weather early warning messages. Methodology: The analysis uses a corpus of 120 online weather early warning texts produced by BMKG, Indonesia's national meteorological office, between November 2025 and February 2026, using a qualitative corpus-assisted design with descriptive quantitative mapping. Findings: The results show the forms of BMKG warnings are very uniform with the integration of the directive, predictive and representational speech acts. The use of language for institutional attribution lends the project authority and credibility, but temporal deixis, modality, intensity, and spatial definition also build urgency. 93.3% of the corpus contained a seven-move structure that was found repeatedly, with content pieces changing systematically depending on forecast confidence and danger categorization. Conclusion: The study shows that the BMKG’s online alerts are a stable institutional genre in which the pragmatic strategy and linguistic form are always in accordance with the public risk communication. The data offer a textual baseline for further investigation of audience reception and behavioural response. Originality: This study contributes to pragmatics and corpus-assisted discourse analysis by providing empirical evidence of the realisation of institutional speech acts in digitally mediated early warning communication in a multilingual setting.
Background: This mixed-method study investigates the effectiveness of integrating Google Translate (GT) and Grammarly as a combined English-for-Academic-Purposes (EAP) learning and teaching intervention, aiming to improve the accuracy, clarity, and readability of Indonesian-to-English academic texts. Methodology: The study employs a sequential explanatory design combining quantitative error analysis with qualitative expert feedback. Purposive sampling was used to select a 7,500-word corpus of published Indonesian academic articles across six disciplines: linguistics, technology, economics, engineering, medical science, and law. Six EAP instructors/translators with advanced IELTS scores served as raters. Machine-generated translations via GT were post-edited using Grammarly. Quantitative data consisted of 519 Grammarly-detected writing issues categorized into clarity, correctness, delivery, and engagement. Qualitative data were collected through open-ended questionnaires based on Machali’s Translation Quality Assessment rubric. Descriptive statistics and thematic coding were used for analysis. Findings: Grammarly post-editing reduced grammatical and stylistic errors by over 54% in correctness and 35% in clarity categories. However, human intervention remained essential for addressing semantic nuance and cultural appropriateness. Raters evaluated engineering and technology texts more favorably (mean score = 5.8/7) than linguistics texts (mean = 4.3/7), indicating domain-specific variation in translation quality. Conclusion: The integration of GT and Grammarly improves the overall quality of machine-translated academic texts, particularly in grammatical accuracy and clarity. Nevertheless, expert human involvement is still required to ensure semantic precision and contextual appropriateness for publication-ready outputs. Originality: This study introduces a practical way to combine Google Translate and Grammarly for EAP learning, while showing that human expertise is still essential for high-quality academic writing.
Background: Although dialogic feedback has received increasing attention in EFL writing research, little is known about whether students with different proficiency levels experience similar engagement challenges during dialogic feedback. This study aims to explore the engagement challenges experienced by low-proficiency and intermediate-proficiency EFL students. Methodology: This study employed a qualitative multiple-case study design involving six undergraduate EFL students at an Indonesian public university. Participants were purposively selected based on their proficiency levels from an in-house essay diagnostic test assessed using the IELTS Writing Task 2 band scale (1–9). Students scoring below Band 3 were classified as A1 (low proficiency), while those scoring Band 4–5 were classified as B1 (intermediate proficiency). Three students from each group were selected to form two contrasting cases. Data were collected through semi-structured interviews and analysed thematically using within-case and cross-case comparisons. Findings: The findings revealed both shared and proficiency-specific engagement challenges among the six participants. Both low-proficiency and intermediate-proficiency students experienced unclear feedback, revisions limited to lecturer corrections, and low self-confidence. However, low-proficiency students also faced dependence on lecturer authority, difficulty transferring feedback to future writing tasks, limited clarification-seeking, inadequate preparation, and greater fear and anxiety during feedback interactions. In contrast, intermediate-proficiency students mainly experienced inconsistent clarification-seeking, anxiety related to extensive revisions, and sensitivity to lecturers’ attitudes and appreciation. Conclusion: The findings suggest that engagement challenges during dialogic feedback vary across proficiency levels. Common challenges were evident in both groups, whereas proficiency-specific challenges reflected differences in students’ experiences and support needs. Therefore, dialogic feedback should be adapted to accommodate these differences in order to promote more effective student engagement. Originality: This study contributes to the dialogic feedback literature by providing insights into engagement challenges during dialogic feedback interactions among low- and intermediate-proficiency EFL students in an Indonesian higher education context. It extends previous proficiency-based research by highlighting how students at different proficiency levels experience and navigate challenges in dialogic feedback.
Background: This study investigates how EFL university students engage with ChatGPT-generated feedback during academic writing, focusing on behavioral, cognitive, and affective dimensions. Although generative AI is increasingly used as a feedback tool in EFL contexts, limited research has examined how students interpret, evaluate, and respond to AI-generated feedback as part of the writing process. Methodology: This qualitative case study involved five EFL university students who had experience using ChatGPT as a feedback tool during academic writing tasks. Data were collected through semi-structured interviews exploring students’ reported experiences, perceptions, and decision-making processes when interacting with ChatGPT-generated feedback. The interview data were analyzed thematically to identify perceived behavioral, cognitive, and affective dimensions of AI-mediated feedback engagement. Findings: The findings suggest that participants reported engaging with ChatGPT-generated feedback through iterative revision, evaluative judgment, and emotional regulation, reflecting behavioral, cognitive, and affective dimensions of feedback engagement. Participants also perceived several affordances of ChatGPT, including immediate responses, explanatory support, and motivational encouragement, while simultaneously reporting challenges related to feedback accuracy, contextual appropriateness, and potential overreliance. These findings indicate that the pedagogical value of AI-generated feedback is not inherent in the technology itself but may emerge through learners’ critical interpretation, evaluation, and adaptation of AI suggestions during the revision process. Originality: This study provides qualitative insights into EFL students’ engagement with AI-generated feedback by examining their self-reported experiences of interacting with ChatGPT during academic writing revision. The findings reveal how students perceived behavioral, cognitive, and affective dimensions of engagement, including their reported practices of seeking, evaluating, and applying AI-generated feedback, as well as their emotional responses toward AI-assisted writing. Rather than providing direct evidence of students’ revision processes, this study offers an in-depth understanding of how learners interpret and negotiate ChatGPT feedback within their academic writing experiences.
Vocabulary acquisition plays a crucial role in developing writing proficiency among foreign language learners. Many students encounter difficulties in expressing ideas due to limited lexical knowledge and lack of contextual exposure to language use. Recent studies suggest that visual media can facilitate language learning by integrating visual and verbal information, thereby enhancing comprehension and memory retention (Teng, 2023; Jalali & Sahebkheir, 2024). This study aims to investigate how visual media contribute to improving vocabulary acquisition and writing performance among foreign students learning English as a foreign language. This research employed a qualitative descriptive design involving ten foreign students enrolled in an intermediate writing course at a private university in Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis of students’ written assignments. Thematic analysis was used to identify patterns related to vocabulary development, writing coherence, and students’ learning experiences. The findings indicate that visual media such as images, infographics, and short videos stimulate vocabulary recall, facilitate idea generation, and improve students’ confidence in writing. Students were able to produce more coherent texts and demonstrate greater lexical variety after participating in visual-based writing activities. The results support previous research highlighting the effectiveness of multimodal learning environments in second language acquisition (Nami & Asadnia, 2024; Sukserm & Wasanasomsithi, 2023). The study concludes that integrating visual media into writing instruction can significantly enhance vocabulary development and writing performance among foreign learners. These findings provide pedagogical implications for language teachers seeking innovative strategies to support writing instruction through multimodal approaches.
Abstract Background: Masculinity is commonly associated with men, which leads children’s stories to reinforce narrow gender stereotypes. As these stories are translated and circulated across cultures, translation choices may either maintain or reshape such representations. However, the translation of female masculinity in children’s stories remains underexplored, particularly through transitivity perspective. This study examines StoryWeaver translations portraying female masculinity to analyze how masculinity is identified using Systemic Functional Linguistics (SFL), how it is translated, and how translation techniques affect its representation. Methodology: This study uses a qualitative descriptive approach with five purposively selected StoryWeaver stories. Credibility was ensured through data source triangulation via document analysis and methodological triangulation through focus group discussion (FGD). SFL was used to identify constructions of masculinity, while translation techniques analysis examined how masculinity was translated from the source to the target language. A double case study design treated the five stories as individual cases for cross-case comparison across different authors and translators. Data were analysed using Spradley’s ethnographic procedures. Findings: Five forms of masculinity were identified, realized through material, mental, relational, behavioral, and existential processes, revealing how female masculinity is linguistically constructed in children’s narratives. Established equivalents dominated the translations, while deletion also influenced the representation of masculinity. Conclusion: Translation techniques play a role in shaping how female masculinity is represented, with established equivalents tending to maintain meaning and deletion leading to shifts in representation. Originality: The study addresses the limited research on translating female masculinity in children’s literature and shows how translation choices shape gender meanings for young readers across languages and cultures.
Background: This study explores the EFL university students’ perceptions of Reading for Pleasure (RfP) in terms of reading motivation, reading habits, material preferences, and perceived English language skill development. Methodology: A quantitative descriptive research design was employed. Data collected from 35 second semester students of English Education at one of the private universities in Central Java by using a validated questionnaire. Findings: Results show that students have a high opinion of so-called RfP, especially its effect on vocabulary and reading comprehension (more than 80%). Much of the motivation is instrumental in nature, and students read to get better at reading rather than to enjoy it. The participation is still sporadic due to the time (71.4 %) and low institutional (42.9%) support for research. For media preference, the results show that materials of choice are fictional works (82.8%) and digital versions (74.3%), indicating change in reading habits. The findings of the regression analysis provide evidence that investment in reading as an activity has a greater effect on skill development (β = 1.50) than motivation, reinforcing the importance of turning motivation into practice over time. Conclusion: Students acknowledged the linguistic and academic benefits of RfP. The school-level practices, including organized RfP activities, rich materials and an autonomy supportive climate are critical to cultivation of consistent reading habits and comprehensive language knowledge. Use of longitudinal designs and digital/collaborative reading practice might provide further explanation to sustaining engagement. Originality: Despite the well-established influence, with evidence of its positive contributions on learners, few studies have addressed how motivation, reading habits, material preference and perceived skill development interrelate in Indonesian higher education.
Background: Translation Studies has expanded internationally through bibliometric, computational, and interdisciplinary developments, yet the publication trajectory of Translation Studies in Indonesia has not been mapped systematically. A bibliometric overview is therefore needed to identify the field’s thematic concentration, collaboration patterns, and publication visibility. Methodology: This study employed a bibliometric design using records retrieved from Scopus and selected Indonesian peer-reviewed journals published between 2014 and 2025. After eligibility filtering, 137 Indonesia-focused records and 7,113 international reference records were analyzed using Biblioshiny. Findings: Indonesian Translation Studies was dominated by humanistic, pedagogical, and culturally oriented themes, whereas corpus-based, computational, and machine-translation topics appeared less frequently. In contextual comparison with the international reference set, the Indonesian corpus showed slower thematic diversification and lower visibility of technology-oriented translation research. Conclusion: These findings indicate that Indonesian Translation Studies is growing, but its publication profile remains more concentrated in humanistic and pedagogical domains than in technology-oriented and corpus-based areas. This pattern matters because it influences how the field may engage with emerging methods, international collaboration, and wider scholarly visibility in contemporary Translation Studies. Originality: This study provides a bibliometric mapping of Indonesian Translation Studies based on peer-reviewed publication records and situates the national corpus in contextual comparison with an international reference set.
Background: Research on English language teacher education has largely emphasized practicum experiences in shaping professional identity and teaching readiness. However, limited attention has been given to how coursework in English for Young Learners (EYL) programs contributes to early identity formation. This gap warrants closer empirical examination Methodology: A total of 121 students enrolled in EYL courses were invited to participate, and 50 of them gave their consent. Data were collected through reflective journals and a Likert-scale questionnaire. Findings: Thematic analysis revealed four recurring themes: evolving teacher identity, teaching readiness, impactful coursework components, and aspirations for future practice. Quantitative findings supported these insights, with a strong correlation found between meaningful coursework experiences and students’ visions for their future classrooms. While many participants felt intellectually prepared, some expressed concerns about emotional readiness, underscoring the need for supportive, hands-on learning environments. Conclusion: The study concludes that coursework has formatively built not only the pre-service teachers’ skills, but also a strong and sustainable sense of who they are and hope to be as future EYL educators. Originality: Grounded in English for Young Learners pedagogy, this study foregrounds coursework as a critical site of early professional identity formation for pre-service EYL teachers. Moving beyond practicum-centered ELT research, it provides mixed-method evidence of how child-centered, play-based, and reflective coursework shapes identity, teaching readiness, and future classroom enactment in an EFL context.
Background: This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education. Methodology: A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings: Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion: Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality: This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior
Background: This study investigates the effect of web-based independent learning (WBIL) on students’ higher-order thinking skills (HOTS), with self-efficacy (SE) and self-concept (SC) as mediating variables, within the context of translation learning in higher education. Methodology: A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 55 undergraduate students enrolled in translation-related courses through validated instruments measuring WBIL, SE, SC, and HOTS. Findings: The findings indicate that WBIL has a significant positive effect on both self-efficacy and self-concept. Furthermore, both SE and SC significantly predict students’ HOTS, with self-efficacy emerging as the stronger predictor. Mediation analysis reveals that SE and SC partially mediate the relationship between WBIL and HOTS, indicating that WBIL enhances higher-order thinking skills both directly and indirectly through psychological mechanisms. This study contributes to the literature by providing empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context that requires complex cognitive processes such as analysis, evaluation, and creative decision-making. Unlike prior studies that primarily focus on general digital learning or STEM contexts, this research highlights the role of psychological factors in shaping higher-order thinking in language-based disciplines. Conclusion: The findings underscore the importance of integrating learner autonomy and psychological readiness in designing effective web-based learning environments for translation education. Originality: This study provides empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context requiring complex cognitive processes. Unlike prior studies focusing primarily on general digital learning or STEM contexts, this research highlights the crucial role of psychological factors in shaping higher-order thinking in language-based disciplines.
Background: Style plays an important role in fostering productive interactions between teachers and students when learning English as a foreign language (EFL). Using the right style can improve information delivery and allow for the creation of a positive classroom environment. Three of Martin Joos' Five Clocks Theory: formal, consultative, and informal, are considered the most relevant in the context of Education. The findings are significant in helping teachers in vocational schools adjust their language style to enhance student communication and comprehension. Methodology: This study applied a descriptive qualitative approach with a purposive sampling technique. Seven English teachers from one of the vocational schools in Yogyakarta became respondents for the questionnaire, and two other teachers were interviewed for in-depth data. The data were analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion. Findings: The questionnaire results showed that the consultative register, the formal, and the casual were the most to least used, respectively. In-depth interviews revealed that teachers adjusted their language style based on the context of delivering the material and the relational closeness with students. The formal register functions to deliver structurally complex material, while the casual register is used to build closer relationships with students. Conclusion: The use of registers helps improve learning outcomes by enabling teachers to deliver material accurately while building rapport with students, resulting in a more interactive learning environment, increased motivation, and a deeper understanding of the learning material. Combining formality and closeness through consultative and casual registers is an important strategy for teachers in adjusting their teaching approaches. Originality: This study contributes to the theory of communicative language teaching in which registers used by EFL teachers emphasize the meaningfulness of language. This study also contributes to classroom communicative theory by highlighting how teachers and students communicate to enhance students' engagement, social dynamics, and learning outcomes.
Background: Pronunciation is probably one of the most problematic and the conventional teaching approaches do not tend to offer the immediate, personal feedback, which is required to achieve effective pronunciation. But AI speech recognition applications can provide a real-time corrective response that may be used to overcome these drawbacks in teaching. Methodology: The research utilized a pre experimental one group pre-test post-test study design whose qualitative observations were supported by 30 first-semester students purposely selected to participate in the study. The information was gathered by means of pre- and post-teaching tests, observation forms, and AI-based feedback. The quantitative analysis was based on descriptive statistics and paired sample t-test, and instead, thematic coding based on observation was applied to qualitative data. Findings: The results showed that the pronunciation of students has been significantly improved, and the average scores have increased by 68.4 to 81.7 (p < 0.05). The qualitative observations revealed the enhancement of the accuracy in the production of segmental characteristics, including the interdental sounds (/θ/, /ð/), voicing contrasts (/v/ vs. /f/), and vowel length differences, and advances in supra segmental characteristics, which included word stress, rhythm, and intonation. Besides, self-confidence, motivation, and independence of the students in practicing pronunciation using AI-supported learning also improved. Conclusion: AI speech recognition technology is a priceless aid in enhancing the English pronunciation. Feedback that was given to the learners was both regular, individualized, and timely and this resulted to a rise in accuracy and self-regulated learning. Originality: The study provides classroom-based evidence concerning the application of AI speech recognition in learning English pronunciation. It shows the possibilities of using AI in teaching pronunciation and increasing the level of learner autonomy and positive results of learning.
Background: In Indonesian senior high school English classrooms, English learning is increasingly expected to involve interpretation, reflection, and sustained engagement rather than simple recall. Yet many students still use learning style labels to explain difficulty, participation, and their own sense of fit with particular tasks, despite the limited scientific support for such claims. This study explores how students draw on that language to interpret challenge and learner positioning in deep learning-oriented classrooms across culturally diverse regions of Indonesia. Methodology: Using a qualitative interpretive design, this study drew on classroom observations, in-depth interviews, and reflective learning artifacts from twenty-five purposively selected senior high school students across five Indonesian provinces representing diverse sociocultural contexts. The qualitative data were analysed through reflexive thematic analysis, with attention to both site-specific meanings and patterns across provinces. Findings: Learning style labels did not appear to represent fixed cognitive ability. Instead, students often used them to explain why certain analytical tasks felt difficult or uncomfortable Through sustained participation in scaffolded deep learning activities, many students revised earlier self-perceptions that had cast them as ‘not analytical,’ not suited’ to long texts, or weak in writing. This revision was evident when interview accounts and classroom observations showed students moving from style-based explanations of difficulty toward more flexible interpretations grounded in practice, guidance, peer interaction, and increased confidence. Differences across contexts were also visible, particularly in whether students described difficulty in terms of anxiety, restraint, dialogic support, perseverance, or intellectual challenge. Conclusion: Students’ engagement in deep learning seems to depend less on perceived learning-style fit than on how they interpret difficulty in relation to themselves as learners The findings indicate that teaching could beneficially combine cognitive support with identity-sensitive scaffolding, flexible strategy use, and the normalization of intellectual struggle. Originality: Across multiple Indonesian contexts, the originality of this study lies in reframing learning-style discourse from a presumed cognitive typology into a socially and culturally mediated interpretive resource that students use to negotiate difficulty, participation, and learner identity in deep learning contexts.
Background: English learning that focuses solely on language structure tends to be less engaging, monotonous, and lacking contextual relevance for elementary students. On the other hand, integrating the values of the Sustainable Development Goals (SDGs) into basic education is increasingly essential to foster global awareness, empathy, and social responsibility from an early age. This research aims to develop a Bilingual Big Book that integrates SDG content into bilingual (Indonesian English) stories for use in elementary English learning. The media is expected to improve vocabulary acquisition, reading comprehension, and students' understanding of global sustainability values. Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: (1) needs analysis, (2) planning and media design, (3) development and expert validation, (4) limited trial implementation, and (5) evaluation and revision. This study recruited 32 students and 3 English teachers as the participants. Data were collected through pre- and post-tests, teacher and student perception questionnaires, classroom observations, and in-depth interviews. The data were analyzed both quantitatively and qualitatively, utilizing descriptive statistical and the Miles and Huberman interactive model for qualitative interpretation. Findings: The findings revealed that the Bilingual Big Book based on storytelling effectively increased students' interest and engagement in learning English. Quantitatively, there was a significant improved in students' reading comprehension by 28% after using the media and an increase of 31% in thematic vocabulary mastery. In addition, the questionnaire results indicated that 92% of students felt the learning process was more enjoyable and easier to understand, while 87% of teachers stated that the media helped explain language concepts more contextually and also awareness on SDGs values. Conclusion: Overall, this research contributes to the development of adaptive, contextual, and transformative English learning media, while also promoting the implementation of education oriented toward sustainable development and global awareness. The developed media not only enhances students' language proficiency but also cultivates their character to become empathetic, and environmentally conscious individuals. Originality: Previous studies on Big Books emphasized linguistic or character aspects but rarely integrated SDGs as moral and contextual frameworks. This study fills that gap by creating a bilingual storytelling medium that bridges language learning with global citizenship education, offering a novel model for sustainable literacy in elementary classrooms.
