Journal of English Language Proficiency

Academic Writing in Higher Education in the Age of Generative AI: A Scoping Review of Pedagogical, Ethical, and Epistemic Issues

Lalu Nurul Yaqin — 2026-06-28

Generative artificial intelligence (GenAI) has rapidly altered academic writing in higher education by expanding access to feedback, idea generation, paraphrasing, translation, synthesis, and text revision, while also destabilising inherited assumptions about authorship, assessment, source use, and academic integrity. This scoping review maps recent journal literature from 2021 onward, anchored in a Scopus export searched on 22 February 2026. The review indicates that, under structured pedagogical conditions, GenAI may improve the surface features of student texts, support formative feedback, and reduce some barriers for multilingual writers, yet these benefits are contingent on instructional design, disciplinary context, task type, students’ language proficiency, and the presence of human verification. Some quantitative studies report substantial gains from structured interventions, including large effects in AI-enhanced goal-setting and improvements in writing quality in anti-plagiarism literacy programs, whereas qualitative studies show more ambivalent changes in writer agency, authorial voice, and metacognitive engagement. Across the corpus, academic writing is being reframed from a solely individual textual product to a distributed, processual, and ethically governed practice involving students, teachers, peers, writing centres, institutions, and algorithmic systems. The review argues that the central challenge for higher education is not whether GenAI should be permitted, but how writing pedagogy, assessment, and policy can preserve intellectual labour while teaching students to use AI critically, transparently, and responsibly within transparent and process-visible writing practices.

Mind Mapping as an Instructional Strategy for Enhancing EFL Students’ Reading Comprehension in Vocational School in West Nusa Tenggara, Indonesia

Kamarudin — 2026-06-28

This study examines the effectiveness of Mind Mapping in improving English as a Foreign Language (EFL) students’ reading comprehension of narrative texts in a vocational school in West Nusa Tenggara, Indonesia. The study employed a quasi-experimental design involving 56 second-grade students of SMKN 7 Mataram selected through cluster random sampling. The participants were divided into an experimental group taught through Mind Mapping and a control group taught through conventional instruction. The primary data were obtained through pre-test and post-test scores, while supporting data were gathered through classroom observation, brief learning-reflection interviews, and documentation of students’ mind maps. The results showed that the experimental group improved from 60.95 to 72.38, while the control group improved from 61.42 to 66.19. The t-test value was 3.96, which was higher than the t-table value of 1.67 at the 0.05 significance level. The qualitative evidence also showed stronger student engagement, clearer identification of narrative structure, and better organization of ideas. These findings indicate that Mind Mapping is an effective visual learning strategy for strengthening EFL reading comprehension in vocational education contexts.

The use of English as instructional language in English language teaching at senior high school level in Jayapura

Komari Komari — 2026-06-28

The use of English as the instructional language in English Language Teaching (ELT) is widely acknowledged as a key factor in enhancing learners’ communicative competence. In many English as a Foreign Language (EFL) contexts, however, teachers tend to rely heavily on the first language (L1), which may limit students’ exposure to the target language (L2). This study investigates the proportion of English used as instructional language in senior high schools in Jayapura and examines its impact on students’ English proficiency, particularly in listening and speaking skills.

A descriptive quantitative design was employed involving 22 English teachers from 21 senior high schools. Data were collected through classroom observations, questionnaires, and documentation of students’ academic performance. The findings reveal that the average use of English as instructional language is relatively low (39%), while Indonesian dominates classroom interaction (61%). English is mainly used during opening and closing sessions, whereas Indonesian is predominantly used during core instructional activities.

Statistical analysis indicates that the use of English does not significantly affect students’ overall academic achievement (M = 61%, SD = 18.2), but it has a substantial impact on students’ listening and speaking competence (M = 31%, SD = 15.6). Schools with higher exposure to English demonstrate better oral proficiency outcomes.

These findings highlight the importance of increasing meaningful exposure to English in EFL classrooms. It is recommended that teachers adopt a balanced approach by maximizing L2 use while employing L1 strategically to facilitate comprehension.

First Language Transfer and Its Role in English Learning among Secondary School Students: Evidence from a Multilingual Region of Indonesia

Hilda Rakerda — 2026-06-28

This study examines the role of first language transfer in English learning among secondary school students in the multilingual context of Bangka Belitung, Indonesia. It responds to continuing debate over whether first language use hinders or supports second language development. Using a qualitative case study design, the research draws on semi-structured interviews with one teacher and ten students from a senior high school in Bangka Island who had participated in an English drama competition and demonstrated strong spoken English ability. The study is interpreted through pedagogical translanguaging, supported by the concepts of languaging and plurilingual pedagogy, which together frame learners’ first language as a valuable cognitive and communicative resource. The findings show that first language transfer facilitates comprehension, idea development, confidence, and negotiation of meaning rather than functioning solely as interference. A notable finding is the bridge-and-reformulate pattern, in which learners use their first language as a transitional step before producing English utterances in classroom interaction.

Teaching English reading using local wisdom-based media and material at MTs Mu’allimat NWDI Pancor

Risviana — 2026-06-28

This study aims to explore the impact of using local wisdom-based media and materials in English reading instruction at MTs Mu’allimat NWDI Pancor. Employing a mixed-methods approach with a sequential explanatory design, this research allows the researcher not only to measure the effect of local wisdom-based materials on students’ reading skills but also to explore their responses and motivation throughout the learning process. In the quantitative phase, a pre-experimental design with a one-group pretest-posttest model was used to assess the improvement in students’ reading comprehension before and after the intervention. Meanwhile, in the qualitative phase, semi-structured interviews were conducted to investigate students’ perceptions and motivation regarding the use of local wisdom-based materials. The interview data were analyzed using thematic analysis based on Miles and Huberman’s (1994) framework. The participants of this study consisted of 30 eighth-grade students selected through purposive sampling.The findings indicated a significant improvement in students’ reading comprehension after the implementation of local wisdom-based materials, as shown by the increased post-test scores. Furthermore, the qualitative data revealed that students felt more motivated and engaged when learning through texts that reflected their own culture and personal experiences. The integration of local wisdom was proven to enhance cognitive understanding and foster emotional connection, thereby supporting the development of reading skills. These findings suggest that culturally relevant materials can serve as an effective pedagogical strategy to improve both reading comprehension and learning motivation among junior high school students.

The interpersonal communication skill of the unlicensed trekking guides

Jaini Purnawan — 2025-12-28

This study aims to explore the interpersonal communication skills of unlicensed trekking guides in Mount Rinjani National Park, Indonesia. As tourism expands in Lombok, communication plays a central role in ensuring satisfaction, safety, and positive cultural exchange. Effective communication is crucial in the case of trekking activities, which involve physical challenges and require both trust and cooperation between trekking guides and visitors. This research employed a qualitative method, in which the data were collected through interviews, observations, audio, and video recordings of five unlicensed trekking guides with varied educational backgrounds and experiences. The framework applied in this study is Joseph A. DeVito’s five indicators of interpersonal communication effectiveness: openness, supportiveness, positiveness, empathy, and equality. The findings showed that unlicensed trekking guides possess strong interpersonal communication abilities in practice, despite the absence of formal training or certification. Their skills help foster mutual understanding and enrich visitors’ experiences. However, challenges were also identified, including limited English vocabulary, low confidence, and gaps in intercultural competence. This research highlights the importance of structured communication training for trekking guides and offers insights for tourism educators and policymakers aiming to raise service quality and safety standards in Mount Rinjani National Park.

Pop songs as a creative learning tool to improve students’ listening abilities

Hery Rahmat — 2025-12-27

Pop songs have been widely used to improve listening ability among students as alternative and creative tools in learning English. This study aims to explore students’ voice toward English pop songs usage to increase their listening abilities and to identify the challenges they face during the learning process. This is a descriptive qualitative method which use questionnaire and interviews given to an Indonesian state Islamic University students. The research found that most students use pop songs as a creative listening learning tool as it improves their listening. Moreover, they accept that pop songs enhance their pronunciation, intonation, as well as vocabulary. The students also admit that pop songs help them to become enjoy. In addition, English pop music enhances students’ mood and motivation. However, the students mention that there are some challenges appear during their learning namely understanding the fast tempos lyrics, the existence of unfamiliar words, ungrammatical lyrics, and obstacles in culture and religion for Muslim students. This study strengthen that English pop songs is a useful as well as creative tool for listening exercise, particularly as it is used collectively with proper teaching technique namely lyrics’ reading, listening repeatedly, as well as clear pronunciation songs’ selection.

The effect of project-based learning on students' reading skills viewed from grammatical competence and vocabulary at junior high school

Anggi Milhana — 2025-12-27

This research aimed to determine the effect of Project-Based Learning (PBL) on students’ reading skills when viewed from grammatical competence and vocabulary mastery, as well as to examine the interaction between PBL and these two aspects. A quasi-experimental research design was employed in this study. The subjects were second-grade students of a junior high school English class. The sample consisted of 33 active students from Class B. Data were collected through classroom teaching activities and analyzed using tests of normality and homogeneity, an independent samples t-test, and a two-way ANOVA. The results revealed a significant effect of Project-Based Learning compared to the traditional method on students’ reading skills. The findings also showed an interaction between the learning method and students’ reading skills. However, no significant interaction was found between grammatical competence and vocabulary mastery in relation to Project-Based Learning. These results indicate that Project-Based Learning is effective in improving students’ reading skills, although its effectiveness is not influenced by students’ levels of grammatical competence and vocabulary mastery.

Challenges and supporting factors in implementing the STAD strategy in English language teaching at SMP Pesantren as-Salam Pontianak

Cindy Claudia — 2025-12-27

The purpose of this study is to find out what are the challenges felt by teachers in applying the student team achievement divisions (STAD) strategy in teaching English and the supporting factors in applying the student team achievement divisions (STAD) strategy in teaching English. This qualitative research uses descriptive-qualitative methods. This research involves one teacher and students in grade 8. Data were collected through interviews and documentation methods. The research findings revealed two challenges in implementing the student team achievement divisions (STAD) strategy in teaching English: limited access to facilities and technology at school, and time constraints. As for the supporting factors in implementing the student team achievement divisions (STAD) strategy in teaching English, the researcher's findings were teacher competence and school facilities. This research is intended to be a valuable resource for educators exploring innovative strategies for teaching English

Enhancing EFL learners’ speaking skills through the mingle activity: a qualitative study of perceptions and classroom implementation

Lilis Sri Wahyuni Wahyuni — 2025-12-27

Speaking is a crucial skill in English learning, yet many EFL learners struggle due to limited confidence, vocabulary, and opportunities for practice. This study examined the implementation of the Mingle Activity and explored students’ perceptions of its contribution to improving their speaking skills. Using a qualitative descriptive design, the research involved 15 participants (10 students and 5 tutors) from an English course in NTB. Data were gathered through questionnaires, interviews, observations, and documentation, and analyzed using SPSS alongside data reduction, data display, and conclusion drawing techniques. The findings indicate that students held positive perceptions of the Mingle Activity, reporting increased confidence, fluency, and motivation to speak English. Interactive tasks such as group discussions and presentations were particularly engaging. Although learners faced challenges such as limited vocabulary and speaking anxiety, their overall enthusiasm remained high. Observations revealed active participation, while tutors facilitated learning by guiding discussions and encouraging less confident students. Supporting documentation—including photos, videos, and vocabulary lists—demonstrated noticeable progress in speaking performance. The Mingle Activity effectively enhanced students’ speaking skills by fostering interactive and supportive communicative practices. These results are consistent with Vygotsky’s sociocultural theory and Communicative Language Teaching, both of which highlight the importance of peer interaction and authentic language use.