English Language and Literature International Conference (ELLiC) Proceedings
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Critical Review of Subtitles for the Deaf and Hard of Hearing (SDH): Representing Emotional Meaning through Interjections
for the Deaf and Hard of Hearing (SDH) are an indispensable accessibility service in contemporary audiovisual media, providing Deaf and Hard of Hearing (DHH) people access to materials that may otherwise be conveyed by sound. Standard SDH guidelines have evolved sufficiently to establish a coherent body of conventions governing the representation of dialogue, speaker identification, sound effects, music, and other nonverbal auditory elements. Despite improvements in audiovisual provision, the construction of emotional meaning in audiovisual works remains sparsely engaged. This limitation is especially relevant to the treatment of interjections, which often constitute spontaneous expressions of emotion, attitude, and psychological reaction. This study critically examines whether present-day SDH theories and instructions sufficiently convey emotional substance through interjections. Using a qualitative approach through a Critical Literature Review (CLR), this study draws on scholarly literature, institutional directives, and theoretical writings related to SDH, audiovisual translation, pragmatics, emotion studies, and accessibility research. This review also covers the main SDH frameworks developed by the BBC, Ofcom, and Netflix, as well as recent studies on emotional accessibility and multimodal communication. It shows that current SDH practices are largely built on an informational accessibility model that focuses on transferring auditory information rather than representing emotional experience. Conventions, on their face, communicate sounds and paralinguistic information, but the latter provides little guidance for conveying the emotional and pragmatic meanings embedded in interjections. Not to mention, today's Ortho typographical conventions fail to accommodate the complexity of emotional expression. This research contends that emotional accessibility should be recognized as a fundamental dimension of SDH. The article recommends a more context-sensitive and emotion-oriented model that can enable DHH audiences to benefit from both informational and affective equivalence.
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When Metaphor Disappears: Loss in the Translation of Feminist Discourse
This study examines how metaphor loss occurs in the translation of feminist literary texts and comparing between human translators and ChatGPT. Metaphor is important in shaping meaning, culture, and ideology, but it is also one of the vulnerable elements, since it often simplified, shifted, or omitted. Previous studies have shown that translation loss is unavoidable. However, they rarely compare human and machine translation. This research uses a descriptive qualitative design with a comparative analysis. The data are taken from two Indonesian novels, Saman and Maya, and the translations produced by human translators and ChatGPT. The data is focusing on metaphors related to feminist themes such as body, identity, sexuality, and power. The findings show that human translators tend to keep metaphorical meaning by changing metaphors’ vehicle, while sometimes turning metaphors into non-metaphor. In contrast, ChatGPT mainly uses more predictable and simplified expressions. So that, human translation keeps more meaning and ChatGPT tends to make the text flatter. The study concludes that metaphor loss is not only a linguistic issue but also affects meaning changes.
The Function of Military Registers in Constructing Narrative Realism in the Indonesian Translation of Ghost Fleet
This study investigates the discursive roles performed by military registers in shaping narrative realism within the Indonesian translation of Ghost Fleet, a techno-military novel by P. W. Singer and August Cole. Building upon a preceding inquiry that employed the same corpus of 242 register items, this research reorients its analytical lens from translation quality evaluation toward the examination of how specialized language functions within the target-text narrative. A qualitative methodology anchored in Halliday’s register theory provides the analytical scaffolding, with data subjected to descriptive and interpretative scrutiny across three functional dimensions: referential, interpersonal, and textual. Analytical stages encompass register categorization, scene-embedded function identification, and interpretive mapping of each register’s contribution to the narrative’s authority, tension, and world-credibility. Results demonstrate that military registers in the translation extend well beyond terminological preservation; they operate as meaning-laden semiotic instruments that actively reinforce fictional authenticity and sustain reader immersion. Translation decisions reveal a deliberate effort to reconcile technical fidelity with accessibility for lay readers, all while sustaining the dramatic register of the text. The study ultimately affirms that rendering specialized registers in literary translation is a generative act of narrative meaning-making, not a mechanical substitution of terminology.
Translation, Readability, and Readership Levels in STEAM Children’s Books: A Theoretical Review
Readership classification methods are frequently used to identify the linguistic features appropriate for children at different levels of reading development. Beneath these criteria are theories of increasing complexity and the belief that texts for younger readers should use simpler language. But findings from research into language for children present a more ambivalent picture. While some grammatical structures are difficult for children, others can be understood and produced relatively early as they grow up. Studies of translated works in Indonesia have also shown that texts that may not be fully consistent with official readership criteria nevertheless remain accessible to their intended readers. These observations raise questions about our assumptions regarding the connections among linguistic complexity, readability, readership, and translation. The following article aims to conceptualize how these concepts relate through a theoretical survey of scholarship in translation studies, children’s literature, readability studies, and child language acquisition. Based on foundational and contemporary studies in these areas, the review investigates how we conceptualize readability through the lens of linguistic complexity with respect to children’s language competence, and how these frameworks inform readership typologies and translation practices. The article isn't concerned with analysing a specific translated text, but rather with the theoretical assumptions that guide choices about age-appropriate language and readability in children's books. The review reveals three significant conclusions. First, linguistic complexity is not necessarily homogenous, because various grammatical forms emerge at differing speeds and impose differing stresses on children’s readers. Second, readability is more than linguistic simplification; comprehension is influenced by contextual support, prior knowledge, and the reader's capabilities. Third, readership levels should be understood as pedagogical frames rather than static measures of children’s linguistic capacity. These findings suggest that decisions about children’s literature translation, for instance, STEAM storybooks, are not particularly intuitive regarding age and linguistic difficulty. Readability is not just a function of textual simplicity, but of the interplay among textual features, children’s increasing language competence and translators’ attempts to navigate both accessibility and the educational aspects.
The Cultural-Emotional Concept in Indigenous Languages and Its Implications for Intercultural Translation: A Theoretical Review
Indigenous languages function not only as a means of communication but also as a medium that represents the cultural values and emotional experiences of their speech communities. Various concepts embedded in regional languages often reflect a close interconnection between cultural and emotional dimensions, making them difficult to understand and translate equivalently into other languages. Although the relationship among language, culture, and emotion has been widely discussed in previous studies, there has been no conceptual formulation specifically explaining the integration of these three aspects within the context of regional languages. This article aims to formulate the concept of cultural-emotional concepts in regional languages through a synthesis of theories from cultural semantics, the anthropology of emotions, and social psychology, and to explain its implications for intercultural translation. The study draws upon Wierzbicka’s work on emotion and cultural semantics, Lutz’s perspective on emotion as a cultural construct, and Haidt and Keltner’s views on the social and moral functions of emotion. The synthesis indicates that cultural-emotional concepts in regional languages can be understood as units of meaning that represent emotional experiences shaped by cultural values, social norms, and the life practices of a speech community, and that are manifested through distinctive linguistic forms. These concepts not only reflect individuals’ affective states but also embody important social and moral functions within the collective life of their communities. This article further demonstrates that cultural-emotional concepts constitute a category of cultural-specific concepts, creating challenges for translation because their meanings do not always have equivalent counterparts in the target language. Therefore, cultural-emotional concepts in regional languages may be regarded as a relevant analytical category for cultural translation studies and translation research in the era of artificial intelligence.
Evaluating Sign Language Interpreters’ Competence in Presidential Debates: A Case Study of the 2024 Indonesian Presidential Debate
The 2024 Indonesian Presidential Debate becomes a crucial means for Indonesian public to obtain political information. Therefore, this broadcast needs to be accessible to all citizens, including deaf audiences. However, presidential candidates often present ideas and arguments that contain technical terms and complex policy concepts. This can make it difficult for the general public to understand, especially deaf audiences, who often face challenges in accessing complex vocabulary compared to hearing audiences. In this context, sign language interpreters play a crucial role in bridging the communication between speakers and deaf audiences. Therefore, this study focuses on evaluating the competency of sign language interpreters involved in the 2024 Indonesian Presidential Debate broadcast to identify various competency aspects that support the implementation of interpreting tasks in the context of political debates. Therefore, this study used a qualitative approach to map the competency of sign language interpreters in the broadcast. Data were collected through in-depth interviews with interpreters, and the results were analyzed using thematic analysis to identify various competency aspects that play a role in the implementation of interpreting tasks in the context of political debates. The findings indicate that the interpreters have three competencies aspect such as linguistics, cultural and academics. Supported by appropriate psycho-physiological components, the sign language interpreters were able to adapt and simplify various terms and concepts used by the presidential candidates, making them more easily understood by deaf audiences.
Negotiating Cultural References in Folktale Translation: A Student Translator's Decision-Making Process
Culture-specific references often become one of the most challenging aspects of translating Indonesian folktales into English. Translators are expected to preserve cultural meanings embedded in the source text while at the same time producing a translation that can be understood by target readers. This paper examines how a student translator dealt with this challenge when translating Asal Usul Sompil Gripis di Umbul Pengging, a Javanese folktale rich in local cultural references and wayang-related terminology. This study employed a qualitative case study design within the framework of Translation Process Research. Data were collected from the translator’s draft, translation quality assessment, and retrospective interview. The analysis focused on culture-related items, including personal names, social titles, forms of address, and local cultural terms. Several interesting patterns emerged from the data. Although the translator repeatedly stated that preserving meaning was more important than readability, many translation decisions were influenced by assumptions about international readers. For example, Dewi Sembadra was rendered as Princess Subhadra, while names such as Kresna, Karno, and Sengkuni were replaced with the forms Krishna, Karna, and Shakuni after the translator consulted English-language sources. Terms without close English equivalents, such as sendang, were retained and explained through footnotes. Paraphrase was also frequently used to avoid what the translator perceived as awkward or overly literal expressions. These strategies generally improved readability, yet some of them reduced cultural specificity and affected translation accuracy. The findings suggest that translation decisions are shaped not only by linguistic considerations but also by the translator’s perception of who the target readers are and what they are expected to understand.
Evaluative Language and Ideological Positioning in Indonesian Online Editorials: An Appraisal Perspective
The present study examines evaluative language and ideological positioning in the context of Indonesian online editorials, using the Appraisal Theory paradigm. The objective of this research is to find out how the appraisal system of Attitude, Engagement, and Graduation is used to construct the evaluation and representation of media ideology in the editorials of Kompas.com and Detik.com. The qualitative content analysis was conducted on two editorials published on March 17, 2026, regarding the supposed death of Iranian security officer Ali Larijani. Data were analyzed using Martin and White’s appraisal framework (2005) and Martin and Rose’s engagement and graduation systems (2007). The results show that Attitude is the most prominent appraisal system in both media, albeit with different inclinations. Judgement (38.46%) dominates Kompas.com, which means that the focus is more on assessing the behavior, capacity, and responsibility of social actors. On the contrary, Affect dominates Detik.com (43.48%), which shows more focus on emotional responses and reader interaction. Detik.com uses more strengthening tactics in the Graduation system, while Kompas.com balances the usage of strengthening and softening resources. For the Engagement system, both media are substantially dominated by Heterogloss, showing the frequent presence of outside voices for enhancing credibility and arguments. The study stresses that evaluative language in online editorials is not neutral but a discursive tactic to build ideological views and shape the reader’s interpretations of social and political events. The outcomes of this study contribute to the development of Appraisal studies and critical media discourse analysis in an Indonesian setting.
The Realization of Mood Structure in Worker Positioning in the Job Creation Law Number 11 of 2020
This study aims to uncover the positioning of workers in Law Number 11 of 2020 concerning Job Creation, specifically in the employment cluster, through mood structure within a Systemic Functional Linguistics analysis framework. The approach used is descriptive qualitative with content analysis methods. Data in the form of clauses in Chapter IV on Employment are analyzed based on Subject and Finite components to identify the mood types and modalities used. The results show that the mood structure in the Job Creation Law is dominated by the indicative-declarative type, which functions as both legal determination and information delivery. Grammatically, the subjects in clauses are mostly filled by authoritative entities such as the government, governors, and employers, while workers tend to be positioned as objects or complements in the clause structure. Furthermore, the use of modality shows an imbalance, where high modalities such as “must” are more often used in obligations, while medium modalities such as “can” appear in the regulation of workers' rights, potentially giving rise to legal ambiguity. These findings indicate the existence of an asymmetrical power relationship in legal texts, where workers are positioned as passive participants. Therefore, linguistic aspects of regulatory companies need to be considered to create fairer representation in industrial relations.
A Sociolinguistic Study of English-Indonesian Code-Switching in the “Road Trip” Vlogs
In a globalized era, digital communication platforms like YouTube have become vital spaces for diaspora communities to negotiate cultural identity through fluid language practices. This study investigates the types of code-switching used by a bilingual diaspora speaker, William Rainier, in the “Road Trip” episodes of the Rainier Family YouTube channel. Using a descriptive qualitative approach, data were gathered through observation, manual transcription, and purposive sampling of four travel vlogs uploaded in 2025: Road Trip Solo, Yogyakarta, Jakarta, and Semarang. The linguistic data were analyzed using Poplack’s (1980) types of code-switching. The findings reveal that all three types of code-switching (intra-sentential, inter-sentential, and tag switching) are used naturally and spontaneously in the vlogs, with intra-sentential switching being the most dominant type. The speaker switches codes mainly to maintain cultural authenticity when describing traditional Indonesian elements and to bridge connections with both local companions and an international audience. This study highlights how code-switching functions as a dynamic communicative tool for identity preservation among digital natives in a diaspora context.
Exploring the Role of ChatGPT in Indonesian Education: Opportunities, Challenges, and Pedagogical Implications; A Systematic Review
The emergence of generative artificial intelligence (AI), particularly ChatGPT, has significantly influenced educational practices worldwide, including in Indonesian contexts. This study presents a systematic review of 69 Scopus-indexed articles from 2020 to 2026 to examine the methods, potentials, limitations, and challenges associated with ChatGPT integration in Indonesian education. Using a grounded theory approach involving open and axial coding, the study synthesizes key themes across the literature to provide a structured understanding of current research trends. The findings indicate that existing studies are predominantly exploratory and qualitative, with limited empirical validation, yet consistently highlight key potentials such as personalized and adaptive learning, enhanced writing support and feedback, increased student engagement, and improved accessibility to learning resources. ChatGPT is also increasingly conceptualized as an AI-based learning partner that supports cognitive scaffolding and interactive learning. However, significant challenges are identified, including academic integrity risks, over-reliance on AI, reduced critical thinking development, and issues related to accuracy and contextual relevance, alongside broader systemic concerns such as ethical and policy ambiguities, digital inequality, and limited teacher readiness. These findings suggest that the impact of ChatGPT is not determined solely by its technological capabilities but by the alignment between pedagogical design, cognitive engagement, and institutional governance. This study concludes that effective integration requires a balanced and systemic approach emphasizing AI literacy, ethical frameworks, pedagogical redesign, and equitable access, while future research should prioritize empirical, longitudinal, and interdisciplinary approaches to better understand the long-term implications of AI in Indonesian education.
The Machine in the Mirror: Westworld and the Posthuman Anxiety of Automated Body
This paper examines the HBO series Westworld (2016) as a primary site for exploring contemporary anxiety regarding the evolution of automated technology. Utilizing Rosi Braidotti’s posthuman critical theory and Donna Haraway’s cyborgian framework, the research investigates the shifting hierarchy between human "creators" and robotic "hosts". The study explores how the process of automation reproduces the conditions of humanness while simultaneously defying human control, creating a "weird ambiguity" where the automated body becomes a site of both self-acting subjectivity and absolute otherness.
Environmental Destruction in Novel Extremophile by Ian Green
Environmental destruction caused by humans due to wrong actions can be a problematic of environmental balance. Environmental destruction is an environmental issue that still attracts public attention today. One form of this attention is presented in the form of contemporary literary works with environmental themes. Such as this study which discusses the novel Extremophile by Ian Green (2024) related to the environmental destruction and catastrophe that occurs in it. This novel represents natural disasters that occur in relation to industry, technology and human activities that make the environment unhealthy. This study aims to see how the representation of environment destruction carried out by humans is not limited to the environment but also due to technological developments through the ecocritical view of Greg Garrad’s work. This study uses a qualitative-descriptive method to analyze the relationship between humans and nature, which causes environmental destruction. Through Greg Garrad’s perspective on ecocritical study that enriches views on the environment and contributes to increasing public awareness of the importance of a healthy environment should be.
Abuse of Power in Novel the Ministry of Time Using Rosi Braidotti’s Posthuman Theory
This study aims to analyze the forms of abuse of power in Kaliane Bradley's novel The Ministry of Time using Rosi Braidotti's Posthumanism theory. This study uses a qualitative descriptive method with the main data sources being dialogue, narrative, and events in the novel, and supported by relevant previous theories and studies. The analysis focuses on three main concepts of Posthumanism: posthuman subjectivity, technological assemblage, and biopolitics. The results show that the British government in the novel uses time travel technology, institutional structures, and administrative systems as a means to control, supervise, and exploit expatriates from the past. Through the concept of posthuman subjectivity, the identities of expatriates are formed through their relationships with technology, institutions, and social environments, so that they are no longer seen as fully autonomous subjects. The concept of technological assemblage shows that technology is not neutral, but rather becomes part of a network of power used to regulate human life. Meanwhile, the concept of biopolitics shows how the state controls the bodies, identities, and lives of expatriates through bureaucratic mechanisms and institutional policies. This study concludes that the novel The Ministry of Time represents the abuse of power as a result of the relationship between humans, technology, and institutions, while also confirming the Posthumanist view that human life in the posthuman era is shaped by a complex network of relationships, not solely by humans as the center of life.
Analysis of Maurya's Personality Structure Using Sigmund Freud's Psychoanalysis Theory
The drama script Riders to the Sea by J.M. Synge is a literary work that presents the suffering of a mother due to the repeated loss of her family members. The main character in this drama script is Maurya, she experiences a complex inner conflict. This analysis aims to examine Maurya's personality structure based on Sigmund Freud's psychoanalytic theory, which divides personality structure into 3 elements: id, ego, and superego. This analysis uses a descriptive qualitative research method with primary sources in the form of the drama script Riders to the Sea, secondary sources in the form of Freud's book The Ego and The Id and other relevant references. The results of the analysis show that Maurya's inner conflict is driven by the interaction of the id with reality, the ego that tries to adapt to reality, and the superego plays a major role in forming an attitude of resignation and sincerity through the moral and religious values she holds. These three personality structures are interconnected in shaping Maurya's psychological reaction to the suffering she experiences. Thus, psychoanalytic theory can be used to understand the psychological condition of characters in literary works more deeply, especially in describing emotional reactions to trauma and loss
Novel-based Social Research Using Posthumanism Theory
This article was to describe novel-based social research. The descriptions consisted of explanation, reasoning and example to answer two research questions; why was a research on novel necessary to do? and how was a novel-based social research conducted? The explanations were based on the qualitative method that was certainly used in the research, and the reasonings were to clarify why researchers of social and humanities fields especially in language and literature departments should have done a research on a novel. This article gave an example of novel-based social research that was a best practice example conducted by the researcher. The chosen novel was Aldous Huxley’s Brave New World. After doing a reading process, the researcher found keywords that became starting points of the analysis. To help making careful interpretation when doing the analysis, the researcher chose posthumanism ideas that question the existence of human thought, human existence, and the improvement of technology. Not only using posthumanism, this article used Antonio Gramsci’s ideas to find important events and phenomena contained in the novel. All ideas helped to find what the author, Aldous Huxley, wants to say to his readers.
Beyond AI Tools: Digital Literacy and Critical Engagement in EFL Reading Comprehension
In today’s digitally mediated learning environment, reading comprehension is no longer confined to printed texts. For English as a Foreign Language (EFL) learners, reading now requires the ability to navigate digital platforms, interpret multimodal information, evaluate online content, and use artificial intelligence (AI) tools critically. This study explores how AI-supported tools, digital literacy, and critical engagement contribute to EFL students’ reading comprehension. Rather than viewing AI as a substitute for human thinking, the study emphasizes learners’ reflective judgment, strategic reading behavior, and ability to construct meaning beyond surface-level understanding. This research employed a descriptive approach, integrating literature-based analysis with questionnaire data from university-level EFL learners experienced with digital and AI-assisted reading tools. The questionnaire examined vocabulary strategies, grammatical awareness, inferential comprehension, evaluation of textual credibility, use of digital tools, and engagement with visual or multimodal materials. The findings show that students frequently use digital dictionaries, translation tools, and AI-based applications to support vocabulary understanding and reading efficiency. They also demonstrate awareness of sentence structure and implied meaning, indicating analytical and critical reading practices. Overall, the study suggests that effective EFL reading instruction should move beyond AI tools alone by integrating technological support with digital literacy, critical reflection, and human interpretation.
Enhancing EFL Vocational Students’ Narrative Speaking Performance Through Digital Storytelling: Evidence from Classroom Action Research
This study aimed to explain the use of digital storytelling to enhance students’ narrative speaking performance and to explain students’ responses to the use of digital storytelling as media. This study employed Classroom Action Research (CAR) design that conducted in two cycles and involved tenth grade students at SMK Muhammadiyah Kunduran as the research participants. The data were collected through observation, pre-tests, post-tests, and questionnaires. The results showed a significant enhancement in students’ spoken narrative text, represented by the scores from pre-tests and post-tests in both cycles. This ca be seen in the pre-test result, where the average students score of 37.6 jumped to 79,8 in the post-test results in the cycle II. In addition, students’ responses collected through questionnaires revealed highly positive responses towards the use of digital storytelling. The questionnaire results showed there was an improvement in various aspects of student learning: the cognitive aspect by 100% including speaking skill and convey ideas, in terms of the affective aspect, 93.3% of students felt that digital storytelling reduced their shyness, boosted their self-confidence, and motivated them; and in terms of the psychomotor aspect, 60% of students agreed that digital storytelling made them more active in the learning process. These findings demonstrate that the digital storytelling served as an effective learning media for students’ spoken narrative text.
Students’ Perceptions of the Importance of English Competence in the AI Era: A Case Study of Non-English Department Students at a Faculty of Economics and Business
The rapid development of Artificial Intelligence (AI) has significantly influenced many aspects of human life, including education. Nowadays, students frequently use AI tools to support their learning, complete assignments, solve difficult tasks, and translate languages. This phenomenon raises questions about the importance of English competence in the AI era, especially among non-English department students. Therefore, this study aims to investigate students’ perceptions of the importance of English competence in the AI era. This study employed a descriptive qualitative method in which the data were analyzed qualitatively by the researcher. The participants of this study were non-English department students at a Faculty of Economics and Business. The findings reveal diverse perceptions regarding the necessity of English competence in the AI era. Some students believe that English competence remains important despite the availability of AI tools, while others tend to rely on AI to overcome language difficulties. The study also shows that students’ perceptions of the importance of English competence influence their willingness to learn English and may affect their perspectives on their children’s future language learning. In conclusion, AI significantly affects students’ perceptions of the importance of English competence. Therefore, further studies are recommended to investigate more deeply the challenges and potential threats posed by AI to motivation in language learning, particularly English, in the future.
The Use of Quizizz to Increase Students' Ability in Writing Descriptive Text
The objective of this research was to investigate how extend YouTube and Quizizz could increase students’ ability in writing descriptive text. The method used in this research was quantitative. The students underwent pretest before the treatment and post-test after the treatment. The objective of writing descriptive text is to describe someone, a place, or something. Writing is one of a language’s skills that needs composing, which means to convey some information narratively, descriptively, expositorily, or argumentatively. Writing itself is a complex combination of cognitive and metacognitive activities such as brainstorming, planning, outlining, organizing, drafting and revising. Descriptive text is formed by identification and description. By doing descriptive writing the students will have the ability to depict the sensory attribute of an object. There are four components in descriptive text language feature: participant, adjective, present tense, and action verb. Therefore, teaching media is needed to increase students’ writing descriptive text ability. In 2025 there were 143 million users of YouTube. YouTube is accessed because of its exciting and educative purpose fit the need of Junior High School students. Social media platforms especially YouTube and Instagram give positive impact for ESL students’ vocabulary and motivation. It is stated that Quizizz has positive influence upon English teaching and learning. Quizizz can improve grammar understanding significantly. Quizizz also can enhance students’ grammar understanding also. Quizizz increased students’ learning English motivation. Students enjoyed Quizizz because it enhanced their involvement and encouragement along classroom activities. This research showed that there was a positive relationship between Quizizz and ability of writing descriptive text.
Navigating the "Dependency Trap": A Systematic Literature Review on Generative AI in EFL Learning and Its Contextual Barriers
The rapid integration of Generative Artificial Intelligence (GenAI) is changing English as a Foreign Language (EFL) education. Students often use GenAI as a backup resource or private tutor because of challenges such as large class sizes and delayed teacher feedback. However, this creates a major risk: the technology can easily shift from a helpful learning support into a tool that does the actual thinking and writing for the student. This systematic literature review synthesizes research from 2023 to 2026 to examine how classroom barriers and student habits combine to create a “dependency trap”. It is a self-reinforcing cycle where over-reliance on AI hinders independent language development. By following PRISMA guidelines, a systematic search was conducted across Scopus and Web of Science. The screening focused on peer-reviewed studies investigating the structural, cultural, and pedagogical challenges of using GenAI in global EFL contexts. The synthesis shows that a lack of clear university policies, unequal access to technology, and teacher stress all accelerate student dependency on AI. Students often trust fluent AI outputs blindly because the text sounds academic, even when they lack the skills to spot errors. This leads to two major risks: cognitive offloading, which creates fluency without comprehension, and a loss of unique student voice, where writing becomes repetitive and formulaic. The study concludes that simply allowing students to use AI without guidance is insufficient. Instead, educational institutions must establish clear usage policies and formal AI literacy training. This will help students critically evaluate AI tools and protect their own learning autonomy.
EFL Learners' Perceptions of Gliglish as an AI-Powered Language Learning Tool for Speaking Practice: A tam-based deductive thematic analysis
The rapid growth of Artificial Intelligence (AI) in language education has altered learners’ approaches to practicing English-speaking skills. Among various AI-powered applications, Gliglish has emerged as an educational tool that provides interactive, engaging speaking practice through real-time conversations and offers immediate, engaging feedback. This study aims to investigate EFL learners’ perceptions and experiences with Gliglish as an AI-powered language learning tool for speaking practice. It uses the Technology Acceptance Model (TAM), with Perceived Usefulness, Perceived Ease of Use, Attitude Toward Use, and Behavioral Intention to Use as the theoretical framework. This is qualitative research with deductive thematic analysis, and data were collected from 50 EFL learners who had experience using Gliglish for English-speaking practice. The results demonstrate that learners perceived Gliglish as an advantageous tool for developing linguistic competence, promoting spontaneous communication, and supporting cross-skill development. Regarding perceived ease of use, participants also noted the platform’s accessibility and user-friendly navigation, although minor technical glitches and freemium limitations were identified as challenges. The study concludes that Gliglish is positively perceived as an effective AI-powered language learning tool that supports speaking development and encourages sustained language learning engagement.
Technique of in-Depth Interview on the Research of Translanguaging in Creative Writing
Translanguaging approach in foreign language teaching accommodates to practice in the era of globalization by allowing students to use another language instead of the target language. In this research, translanguaging practice is applied in English as foreign language (EFL) students’ creative writing. Students write their imaginative ideas with their mother language. This research uses qualitative data, namely narrative text and recorded in-depth interview. The data are collected by using techniques of in-depth interview and document analysis. In-depth interview is executed as long as the process of making creative writing while the researcher keeps on guiding students in the process of making narrative text. Since narrative text needs imaginative ideas which consist of setting, plot, theme, character revealed in a story, it needs concrete ideas from life experience. By giving freedom to write their story with mother languages, students express authentic concepts from inner speech and supported by in-depth interview to students, the creative writing process always runs on the right track.
Exploring Students’ Perceptions of the English Academic Competency Test
The Academic Competency Test (Tes Kemampuan Akademik/TKA) has become an important assessment instrument for evaluating students’ academic readiness, including their competence in English. Students’ perceptions of the English TKA are essential to explore because their experiences, responses, and interpretations can influence their motivation, engagement, and preparation strategies. This study investigated students’ perceptions of the implementation of the English Academic Competency Test and identified the factors that shaped those perceptions. This study employed a qualitative approach with a case study design. The participants were Grade XII students who had completed the English TKA. Data were collected through interviews to obtain in-depth information about students’ experiences, opinions, and responses toward the implementation of the English TKA. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. To ensure the trustworthiness of the findings, this study applied source triangulation and member checking. The findings revealed students’ perceptions regarding the relevance, difficulty level, fairness, and benefits of the English TKA. The study also showed that the test influenced students’ learning motivation and preparation strategies. Overall, the findings provide insights into the implementation of the English TKA and contribute to the improvement of English assessment practices. This study also offers meaningful input for policymakers, school leaders, and English teachers in designing assessment systems that better support students’ learning needs.
Students’ Perspectives on Learning Narrative Reading Texts in an Indonesian EFL Context
Reading comprehension, particularly in narrative texts, remains a significant challenge for EFL university students despite the widespread use of narrative materials in language classrooms. Previous studies have predominantly focused on students’ reading achievement, while limited attention has been given to students’ perspectives, motivation, and perceived difficulties in learning narrative texts. This study aimed to investigate students’ perspectives on learning to read narrative texts at Universitas Muhammadiyah Semarang (UNIMUS). This study employed a quantitative survey design using a 10-item Likert-scale questionnaire to investigate students’ perspectives on learning to read narrative texts in an Indonesian EFL context. The questionnaire was distributed to 22 university students selected through purposive sampling. The instrument examined students’ reading motivation, perceived text difficulty, relevance, and enjoyment, as well as perceived efficacy in understanding narrative texts. The collected data were analyzed using descriptive statistics and percentage analysis. The findings revealed that students generally demonstrated positive attitudes toward narrative reading and considered narrative texts beneficial and enjoyable for language learning. However, the results also indicated low intrinsic motivation for reading outside of classroom activities and considerable difficulty with higher-order reading skills, particularly distinguishing facts from opinions. In addition, students showed confidence in identifying basic narrative elements such as plot, conflict, and characters. These findings suggest that current reading instruction successfully supports foundational comprehension skills but has not fully facilitated students’ critical reading development and autonomous reading habits. This study contributes to EFL reading pedagogy by providing student-centered empirical data that may assist educators in designing more engaging, critical, and responsive narrative reading instruction in higher education contexts.
Learners’ Views on Active Learning Practices in English Speaking Instruction
Speaking is one of the most important yet challenging skills for learners in English as a Foreign Language contexts. Many students experience difficulties in oral communication due to speaking anxiety, fear of making mistakes, limited vocabulary, and low self-confidence, which often hinder active participation and the development of communicative competence. Active learning has been widely recognized as a student-centred approach that promotes engagement, collaboration, and meaningful language use. Therefore, this study aims to explore students’ perspectives on the implementation of active learning methods in English speaking classrooms and identify factors influencing their speaking performance. This study employed a qualitative research design involving senior high school and university students who had experienced English speaking instruction. Data were collected through open-ended questionnaires focusing on students’ learning experiences, challenges in speaking English, and perceptions of effective classroom activities. The responses were analysed thematically to identify recurring patterns and key themes. The findings indicate that speaking anxiety, fear of negative evaluation, and insufficient vocabulary are the main barriers to students’ participation in speaking activities. Participants reported that active learning strategies, particularly role-play, group discussions, presentations, and contextual communication tasks, enhanced their confidence, fluency, and willingness to communicate in English. Furthermore, supportive feedback and classroom environments reduced anxiety and encouraged participation, reinforcing the role of active learning in improving EFL speaking skills.
Listening and Speaking Skills in English Language Learning: A Contemporary Review of EFL Contexts
Listening and speaking skills are fundamental to English language learning and play a crucial role in developing learners’ communicative competence, particularly in English as a Foreign Language (EFL) contexts. Despite its importance, many EFL learners still struggle to understand spoken English and express ideas effectively in real-world communicative situations. This article presents a contemporary review of recent research on listening and speaking skills in EFL contexts, with particular attention to the challenge’s learners face and the instructional practices that support oral language development. Using a library research approach, the study systematically collected, examined, and synthesized relevant peer-reviewed literature published between 2015 and 2025 from national and international academic journals. Approximately 23 studies were reviewed through content analysis to identify recurring themes related to listening comprehension, speaking anxiety, communicative competence, integrated-skill instruction, and technology-enhanced learning. The review reveals that listening and speaking are highly interconnected skills that develop most effectively through authentic language exposure, communicative practice, and learner-centered pedagogical approaches. The findings further indicate that limited exposure to authentic spoken input and speaking anxiety remain significant barriers to the development of oral communication among EFL learners. In response to these challenges, the literature highlights the effectiveness of integrated listening-speaking activities, collaborative learning tasks, constructive feedback practices, and digital learning technologies in enhancing learners’ oral proficiency and confidence. This review underscores the importance of adopting communicative and integrated instructional approaches to support meaningful language use and foster the sustainable development of oral communication in EFL settings.
Investigating Students’ Perceptions in Listening through Digital Media
In today’s digital era, digital media have become increasingly relevant in supporting English listening practice, particularly for learners who need authentic, flexible, and engaging learning resources. However, many students still struggle to maintain motivation and understand spoken English when listening activities rely primarily on conventional classroom materials. This study aims to investigate students’ perceptions of listening through digital media, including Instagram, podcasts, audiobooks, and English songs. A qualitative descriptive approach was employed by distributing a closed-ended questionnaire to 14 English Education students who had experience using digital platforms for listening practice. The questionnaire explored students’ perceptions of motivation, enjoyment, listening comprehension, confidence, and learning autonomy. The findings showed that 78% of the participants felt more motivated to learn English through digital media, 78% agreed that digital media made listening activities more enjoyable than conventional methods, 86% found it easier to understand vocabulary and pronunciation through songs or Instagram captions, and 71% agreed that digital media supported independent and flexible learning. These results indicate that students perceive digital media positively as supportive tools for listening practice. The use of familiar platforms allows students to engage with English input in a more enjoyable, authentic, and self-directed way. Therefore, digital media can be considered a valuable resource for fostering students’ motivation, autonomy, and exposure to authentic English listening materials.
Mind, Motivation, and Meaning: A Multifactor Analysis of Reading Comprehension in EFL Contexts
This study investigates the students’ multifactor on reading comprehension among EFL students at Universitas Muhammadiyah Semarang. Using a descriptive quantitative design, this study surveyed 15 purposively sampled fourth-semester students in the English Education Program through a 20-item Likert-scale questionnaire. The results demonstrate that all four factors significantly influence students’ reading comprehension. Learning style emerged as the most dominant factor, followed by background knowledge, motivation, and brain dominance. Students indicated that visual aids, note-taking, and topic familiarity improved their text comprehension, while motivation sustained their engagement and effort. Ultimately, these findings highlight that reading proficiency relies on a dynamic interplay of cognitive and affective elements. Therefore, this study encourages educators to design flexible, learner-centered instruction that accommodates individual preferences, activates prior knowledge, and fosters motivation to support deeper comprehension in EFL contexts.
Innovative Approaches to Enhancing EFL Speaking Skills: Public Speaking, Technology, Debate, and Drama
Speaking is one of the core skills in learning English as a Foreign Language (EFL); however, students generally face barriers such as fear, limited vocabulary, and a lack of speaking opportunities. This study explores the impact of several innovative approaches in improving speaking skills, including individual presentations, Technology-Enhanced Language Learning (TELL), debates, drama-based pedagogy, and the identification of language-learning challenges. Data were collected through a Google Form questionnaire completed by 17 respondents using a Likert scale from 1 to 5. The results show that a combination of pedagogical, performative, and technological approaches can improve fluency, confidence, and the ability to respond spontaneously. Most participants agreed that learning through digital applications, debates, and drama can improve speaking skills and enhance motivation. However, some respondents still felt anxious and struggled to generate ideas when speaking spontaneously. This study supports recent findings that multimodal approaches create more meaningful, engaging, and effective learning experiences. The implication is that educators should adopt varied and adaptive methods to support students' speaking development holistically.
Exploring English Listening Challenges, Strategies, and Technology Use Among EFL Learners
Listening is an essential but challenging skill in English language learning. Many EFL learners face difficulties in understanding natural speech, different accents, and authentic English materials. This study aimed to explore learners’ perceptions, challenges, strategies, and practices related to English listening. A qualitative approach was employed involving 13 participants who completed a structured questionnaire. The findings showed that fast speech from native speakers (84.6%) and accent variation (53.8%) were the main listening challenges. Most participants regularly practiced listening through English songs (84.6%) and films or TV series (46.2%). Repetition of words or phrases was the most frequently used strategy (92.3%), while technology such as applications and online platforms was considered helpful by most learners (76.9%). However, opportunities to interact with native speakers were limited, with 84.6% of participants only occasionally engaging in such interactions. The study concludes that learners are motivated to improve their listening skills but need more opportunities for authentic communication. Therefore, teachers are encouraged to combine technology-based learning resources with meaningful communicative activities to enhance listening competence.
Exploring EFL Students’ Perceptions of Strategic and Technology-Assisted Listening Practices: A Qualitative Descriptive Study
This study explores EFL students’ perceptions of strategic and technology-assisted listening practices in English listening activities. Using a qualitative descriptive design, the study involved five students from Universitas Muhammadiyah Semarang who had experienced listening tasks in classroom contexts. Data were collected through an open-ended questionnaire distributed via Google Forms and were analyzed thematically to identify students’ habits, experiences, challenges, emotional responses, and focus strategies. The findings indicate that students showed varied levels of metacognitive awareness before listening. Some were prepared by reading or finding materials, while others did not apply specific preparation strategies. Technology-assisted listening was generally perceived positively, particularly through videos, music, podcasts, and digital platforms such as Gemini, which helped students access varied and engaging input. However, students also reported difficulties with fast speech, unfamiliar accents, limited vocabulary, and discomfort with fully English-language materials. Emotional responses were mostly positive, although some students experienced boredom, sleepiness, or difficulty understanding the content. To maintain focus, students used personal strategies such as choosing quiet places, selecting interesting themes, preparing vocabulary, and creating comfortable learning conditions. These findings suggest that EFL listening instruction should combine metacognitive strategy training with appropriately scaffolded digital tools to support learner autonomy, engagement, and comprehension.
Reflective Teaching as a Strategy to Navigate Contextual Barriers in English Language Learning
English Language Teaching (ELT) in English as a Foreign Language (EFL) context is frequently influenced by various contextual barriers that hinder effective teaching and learning processes. These barriers include students’ low motivation, diverse language proficiency levels, limited instructional resources, sociocultural differences, and challenges associated with technology. In response to these complexities, teachers are expected to adopt adaptive and context-sensitive pedagogical practices. This paper aims to examine the role of reflective teaching as strategy for overcoming contextual barriers in English language classrooms. Employing a qualitative literature review approach, the study synthesizes findings from recent studies between 2022 and 2025 on reflective teaching and teacher professional development in EFL settings. The review reveals that reflective teaching serves as an effective strategy for overcoming contextual barriers in English language classroom contexts. Furthermore, reflective practice promotes continuous improvement through self-evaluation, collaborative reflection, and evidence-based pedagogical adjustments. The findings suggest that reflective teaching serves as an effective framework for developing context-responsive pedagogy capable of addressing the dynamic challenges of contemporary English language Education. Therefore, integrating reflective practice into teacher education programs and professional development initiatives is essential for improving the quality and effectiveness of English language teaching.
Audio-Visual Materials as Compensatory Scaffolding: An Exploratory Study of EFL Listening Barriers and Learner Attitudes
The current study analyzes the perception of audio-visual (AV) materials as part of EFL listening classes concerning barriers faced by learners during listening. An exploratory cross-sectional analysis is carried out to evaluate the perceived barriers in listening among university EFL learners in the Indonesian context along with their attitudes towards AV materials. In total, a purposive sampling technique is used to select 29 English Education majors who had been taught with AV aids in the past. A valid Likert-scale survey questionnaire (Cronbach's α=0.86) comprising 20 items was distributed among the participants. Results obtained from descriptive analysis showed that listening barriers mainly comprised rapid speaking (M=3.79, SD=.62) and poor sound quality (M=3.79, SD=.68). These barriers were then followed by unfamiliar accents and pronunciations (M=3.48, SD=.71) and unfamiliar topics (M=3.41, SD=.74). However, participants showed positive attitudes towards AV materials including their help with vocabulary and pronunciations (M=3.90, SD=.56), comprehension of contents (M=3.86, SD=.61), and availability (M=3.83, SD=.65). Therefore, the results suggest that even though listening barriers prevail, students find AV materials as useful scaffolds. The study serves as the initial point of reference for further mixed-method studies that involve both subjective evaluation and objective assessment of EFL learners' proficiency.
Bridging the Gap between English Lessons and Tourism Workplace Communication: Students’ Perceptions from Tourism Service Vocational Schools
The tourism industry offers hope that it will continue to underpin the economy. Data from the Central Statistics Agency indicates that in April 2026 the number of tourists increased by 5.19% (year-on-year). English, as an International language, is expected to enable a more detailed description of tourism, thereby increasing the number of both domestic and international tourists. This forms the basis for honing the skills of vocational school students majoring in Tourism Services so that they can communicate fluently in English as part of their service to tourists. However, English lessons in vocational schools are often considered not to be fully aligned with the real communication needs of the tourism industry. This study aims to explore students’ perceptions of English lessons at Vocational High Schools majoring in Tourism Services in Jakarta, focusing on students’ views regarding the relevance of English materials, speaking practice, tourism-related vocabulary, customer service communication, and the use of English in real professional situations. Using a quantitative approach, data were collected via a questionnaire distributed to students at vocational secondary schools majoring Tourism Services. The findings indicate that 94% of 36 students require English language learning activities that are more contextual, practical, and industry-based, particularly those relating to speaking, role-play, tour guiding, communication in hotels and travel, and dealing with tourists.
Space, Place, and Ecological Memory in Hala Alyan’s Salt Houses
This research examines Hala Alyan’s Salt Houses through Yi-Fu Tuan’s theory of space and place, alongside the concept of ecological memory. Using a qualitative descriptive approach, the analysis explores how the novel represents displacement and the transformation of place experienced by a Palestinian family across generations. Tuan’s distinction between space as open, unstable, and unstructured, and place as meaningful and rooted in lived experience, is used to examine how characters continuously reconstruct home under conditions of forced migration and political instability. The analysis focuses on four characters representing different generations—Salma, Alia, Souad, and Manar—and examines how each move between space and place through changing environments and historical rupture. Their experiences show how unfamiliar spaces are gradually transformed into meaningful places through memory, bodily experience, and emotional attachment. At the same time, ecological memory explains how sensory and environmental traces of the homeland persist across generations, shaping how place is perceived and imagined even after displacement through inherited memory. The findings suggest that in Salt Houses, displacement destabilizes the boundaries between space and place. The novel highlights how place is constantly produced and re-produced across generations, even under conditions of displacement.
A Comparative Study of Illocutionary Acts Used by Man and Woman: Gender Differences in the Movie Persuasion (2022)
The important thing of human communication is language. It also a factor in human actions and to express their feelings. According to Tannen (1990), men and women have different communication styles. Men are always focused on their ability to achieve a goal, such as an achievement in work, relationships, or other matters and women focus on relationships because they tend to use feelings and qualities in the relationships they have, such as harmony in the family, closeness in friendships, or mutually supportive relationships. This research used a movie titled Persuasion (2022) as data of analysis. This research was conducted using the theory of speech act found by JL. Austin and developed by John Searle and is divided into three types: Locutionary act, Illocutionary act, and Perlocutionary act. Illocutionary act is one of the most appropriate types to understand the speaker's intention. In this research aims to describe the realization of illocutionary acts used by male and female main characters in movie Persuasion (2022) and to explain their relationship in realizing illocutionary acts in terms of social relationship and power. To understand the data, this research applied a qualitative descriptive method through direct analysis of movie and transcript to find more accurate differences. From the data collection, it was found that female collected 72 types of utterances, while male collected 52 of utterances.
Toward a Design Framework for EAP Reading Materials in Management Contexts: Integrating Flipped Learning and Self-Regulated Learning for Lower-Proficiency Students
This article develops a review-based design framework of reading materials English for Academic Purposes (EAP) in management education by integrating flipped learning and self-regulated learning (SRL). The article responds to a common issue of practical problem especially for non-English-major in higher education, management students. EAP is important to support students’ academic reading English proficiency before studying independently with disciplinary texts. This article treats students’ lower English proficiency as a design consideration. Furthermore, CEFR descriptors were used only as a pedagogical reference for estimating students’ appropriate linguistic complexity and scaffolding, not as students’ language level in a formal measurement. A structured literature review was conducted by synthesizing recent studies on EAP needs, academic reading, disciplinary literacies, flipped learning, and SRL. The synthesis indicates that effective EAP reading materials for management students’ lower-proficiency should be organized as a connected learning cycle, such as accessible pre-class exposure, guided in-class engagement, and reflective post-class consolidation. The proposed framework emphasizes discipline-sensitive content, graded reading input, vocabulary support, reading strategy instruction through learning model, and embedded SRL tools such as planning, monitoring, and reflection phases. The article contributes a practical framework for lecturers who need to design and teach English language learning for non-English major students through context-relevant, manageable, and pedagogically sequenced of EAP reading material for management students in EFL higher education.