JETAL: Journal of English Teaching & Applied Linguistic

Utilizing Generative AI to Enhance EFL Learners’ Learning Motivation: A Case Study

Luh Indrayani — 2025-08-13

Artificial intelligence (AI) has become a topic that increasingly received close review in recent years, and its impact is becoming more obvious in a variety of disciplines, including education. This study examines the integration of generative AI in Business English Class to enhance EFL learners’ motivation. A sequential explanatory mixed-methods research design was employed, involving both quantitative and qualitative data collection methods. The quantitative data were analyzed by using descriptive statistics and paired t-test. Meanwhile, the qualitative data were analyzed by using thematic analysis. Twenty-three Indonesian students who were enrolled in Business English course were involved in gathering data that were collected through questionnaires and interviews. During the eight-week experimental periods, the students engaged with the generative AI frequently. The findings of descriptive statistical tests revealed that there was a change in student motivation before and after being taught with AI. This difference indicates an increase in student interest after being taught with AI. Furthermore, the paired t-test findings suggested that the increase was classified as significant. From the interviews, it was found that EFL learners experienced a significant increase in their learning motivation derived from the autonomous and controlled motivation, particularly the contingent self-esteem. The generative AI can also be a valuable tool for enhancing EFL learners’ learning motivation by providing personalized feedback, fostering a sense of autonomy, creating a more interactive and engaging learning environment and resolving psychological barriers. Further research should explore how this technology can be scaled to broader educational settings and examine its long-term impact on learner’s motivation and language acquisition. Hence, it helps educators develop best practices for integrating AI tools effectively into the curriculum.

Cross-Cultural Perspectives in EFL Education

Karisma erikson tarigan — 2025-08-14

This study examines the experiences and interpretations of cross-cultural perspectives by English as a Foreign Language (EFL) students through narrative writing inspired by Indonesian folktales. This research, rooted in Byram’s Intercultural Communicative Competence (ICC) framework and Narrative Inquiry theory, investigates students' capacity to maintain cultural identity in English and the obstacles encountered in cultural-linguistic expression. A qualitative descriptive design was employed, utilising data from 50 student-authored English narratives, which were analysed through rubric-based coding corresponding to ICC dimensions (cultural accuracy, use of local terminology, translation techniques, and intercultural misunderstandings) and narrative inquiry criteria (voice, structure, and reflection). Research indicates that the majority of students exhibited cultural awareness and adaptive linguistic strategies: 86% maintained cultural accuracy, 90% retained local terminology, and 78% employed adaptive translation methods. Furthermore, 86% had a logical structure, reflective significance, and an individual voice. Nonetheless, 22% shown dependence on literal translation, while 14% revealed intercultural misinterpretation or narrative disjunction. These findings confirm that culturally rooted narrative writing improves linguistic development and intercultural understanding. The research provides empirical support for the incorporation of local culture texts into English as a Foreign Language training and advocates for instructional scaffolding in metaphor, pragmatics, and narrative discourse.

Global Research Trends of Role-play Method in English Language Teaching: A Bibliometric Analysis

Yuwin Rustam Saleh — 2025-08-14

This study examines global research trends, thematic development, and prospective directions of the role-play method in English Language Teaching (ELT) from 2000 to 2025 via an extensive bibliometric analysis. 81 Scopus-indexed publications were methodically chosen based on established inclusion and exclusion criteria. The analysis, conducted using VOSviewer and Bibliometrics (Biblioshiny), indicated substantial post-pandemic growth in publications, propelled by incorporating digital assessment, task-based learning, and online communicative methodologies. The results indicate a thematic shift in role-play from an auxiliary technique to a fundamental educational strategy associated with 21st-century skills. Furthermore, international collaboration networks and theme clusters underscore the method’s versatility across educational and cultural settings. This study presents theoretical, methodological, and practical contributions, offering significant insights for researchers, educators, and policymakers in the dynamic English Language Teaching (ELT) field.

A Review of Cognitive Approaches in SLA: Identifying the Most Influential Factors from Key Studies

Erwan Rahman — 2025-08-14

This study investigates cognitive approaches to Second Language Acquisition (SLA) by examining key components such as attention, working memory, L1 transfer, and cognitive restructuring. A systematic literature review was conducted using the SALSA framework, focusing on ten peer-reviewed studies published between 2018 and 2023. The findings reveal that attention serves as a gateway for input processing and learning, while working memory determines learners’ capacity to handle linguistic information. Additionally, L1 transfer can either facilitate or hinder L2 learning depending on language distance and learner awareness. Cognitive restructuring, driven by practice and feedback, enables proceduralization of explicit knowledge. In the Indonesian EFL context, these cognitive mechanisms are especially relevant due to the multilingual backgrounds of learners and the dominance of teacher-centered instruction. The study suggests that instruction should be cognitively informed by enhancing attention through input salience, adapting to working memory limits, managing L1 influence, and fostering restructuring through reflective practice. These insights provide a pedagogical model grounded in cognitive SLA principles, aiming to improve English learning outcomes in Indonesia.

Improving Students’ Vocabulary Acquisition and Reading Comprehension by Using the Extensive Reading Approach at Grade 8 of SMP Negeri 2 Silima Punggapungga Dairi

Fransisca Simanjuntak — 2025-08-14

This study investigates the effectiveness of the Extensive Reading approach in improving vocabulary acquisition and reading comprehension among eighth-grade students at SMP Negeri 2 Silima Punggapungga. Employing Classroom Action Research (CAR), the research was conducted in two cycles, each comprising planning, action, observation, and reflection stages. Data were collected through pretests, posttests, student observations, and teacher reflections. The findings indicate a significant improvement in students' vocabulary acquisition and reading comprehension. The mean vocabulary acquisition score increased from 50.78 in the pretest to 66.09 in Cycle 1 and 79.84 in Cycle 2. Similarly, reading comprehension scores rose from 51.25 in the pretest to 69.53 in Cycle 1 and 80.78 in Cycle 2. The results highlight the positive impact of Extensive Reading, particularly in enhancing students’ motivation, confidence, and independent learning habits. Students became more engaged in reading activities, demonstrated greater autonomy in learning, and exhibited a reduced reliance on translation. Despite these positive outcomes, challenges such as students' varying reading abilities and limited access to reading materials remain. Therefore, providing diverse and engaging reading resources and integrating technology-based reading platforms are recommended to support the sustainability of this approach. This study contributes to the growing body of research on language learning strategies, emphasizing the role of Extensive Reading in fostering literacy skills. Future research should explore its long-term impact and application in different educational settings to validate its effectiveness.

THE EFFECT OF WORDWALL ON STUDENTS LEARNING MOTIVATION AT SMP NEGERI 1 KUALA BATEE

Hiyana Roshi — 2025-08-15

This study aims to explore the effect of using Wordwall on student learning motivation at SMP Negeri 1 Kuala Batee. To find out how the effect of using Wordwall interactive learning media on the learning motivation of seventh grade students. This research was conducted at SMP Negeri 1 Kuala Batee, this type of research is quantitative descriptive research, the subject of this research is class VII students totaling 90 people, the sampling method uses random sampling, this research uses a survey in which the data collection is done through a questionnaire, which is a learning interest data instrument measured using a Likert scale, the data in this study were processed using statistical analysis procedures using IBM SPSS Statistic (version 27.0.1). The findings of this study resulted in a Mann-Whitney U value of U 000, with p < 0.001 (two-tailed). This result indicates a statistically significant difference in motivation levels between the two groups. Further research results regarding student inte1`rest can be discussed in this journal