JADEs Journal of Academia in English Education

Exploring the challenges and opportunities of using AI in the English classroom: A qualitative study

ariska prastiwi jumaniningsih, Zainuddin, Beny Hamdani — Sun, 22 Jun 2025 11:26:27 +0800

This research investigates the challenges and opportunities presented by the integration of artificial intelligence (AI) in English classes. Adopting a qualitative study approach, data were meticulously collected through in-depth interviews with English teachers, classroom observations, and the analysis of relevant documents. The findings reveal that AI holds significant promise for enhancing the learning experience, primarily through personalized material, automatic feedback, and enriched engagement for students. Moreover, AI tools like chatbots and translation software can aid learners in developing their reading, writing, speaking, and listening skills independently.

However, the research also identified several challenges, including inadequate technological infrastructure, insufficient digital literacy among educators, and critical concerns regarding the ethics and privacy of student data. The study concludes that for AI to be successfully integrated into English classes, comprehensive training for teachers, supportive policies, and a tailored technological approach that addresses local needs are essential. Ultimately, when these challenges are strategically addressed, AI has the potential to serve as a catalyst for more effective and inclusive English learning.

Keywords:Artificial intelligence, English learning, challenges, opportunities, qualitative studies, personalization of learning

English Students’ Perceptions of the Use of Social Media in English Language Learning

Nissa Amalia, Zuhad Ahmad — Sat, 28 Jun 2025 00:00:00 +0800

The objective of this research is to explore the perceptions of students majoring in English Education at Universitas Muhammadiyah Prof. Dr. Hamka towards the use of social media in English language learning. Using a descriptive qualitative method, this research involved 40 final semester students who actively use social media as a learning tool. The results showed that social media, such as YouTube and TikTok, contributed significantly to improving students' English skills, especially in the aspects of listening and reading. The study concludes that social media has great potential as an effective English language learning tool, provided that these challenges can be overcome through structured strategies. The findings provide insights for educators in integrating social media into the curriculum to create a more dynamic and responsive learning environment.

Linguistic, Cognitive, and Environmental Barriers to English Paragraph Writing: A Mixed-Methods Study of Indonesian EFL Students

Nur Syamsiah Nur, Agus Muhamad Bintang — Sat, 28 Jun 2025 15:17:43 +0800

Writing English paragraphs remains a significant challenge for many EFL students at UIN Raden Intan Lampung, a public Islamic university characterized by diverse linguistic and academic backgrounds. This study investigated the linguistic, cognitive, and environmental barriers to English paragraph writing through a convergent parallel mixed-methods design. Quantitative data were collected via questionnaires from 60 students, complemented by semi-structured interviews with 10 participants for qualitative insights. Results showed that linguistic difficulties, especially vocabulary limitations (78%) and grammar issues (65%), were the most prevalent obstacles. Cognitive challenges such as idea generation (48%) and paragraph organization (42%) also considerably affected students’ writing performance. Additionally, 25% of students identified environmental factors noisy classrooms and limited writing time as disruptive influences. Interview data revealed that vocabulary problems stemmed from minimal English exposure and ineffective learning strategies, while grammar struggles were linked to heavy reliance on L1 translation, influenced by students’ religious education. These findings align with Swain’s Output Hypothesis, emphasizing the role of active language production in writing development. By addressing gaps in Indonesian EFL research, this study highlights the complex, overlapping barriers faced by students in Islamic university settings and recommends integrated instructional approaches

The Impact of Character.ai in Fostering Students Speaking Self-Confidence

Devina Tiffany Azizzah, Muhamad Sofian Hadi — Sun, 29 Jun 2025 00:00:00 +0800

This study investigates the impact of Character.ai (C.ai) on speaking self-confidence among Indonesian EFL learners in secondary school setting. Despite English’s global importance, EFL learners often struggle with speaking due to linguistic barriers (e.g., grammar, pronunciation) and psychological barriers (e.g., anxiety, low confidence). Leveraging AI’s potential, this quantitative study employs a pre-experimental one-shot case study design to evaluate Character.ai ‘s effectiveness. Data were collected from 37 eleventh-grade students at SMAN 01 Gunung Putri, Bogor, through post-tests assessing speaking skills (fluency, grammar, vocabulary, pronunciation, comprehension) and self-confidence (ability, assurance, engagement). The results revealed 41% students achieved of “Very Good” category, 43% students achieved of “Good” category, 11% students achieved of “Adequate” category. Statistical analysis (one-sample t -test, t (36) = 2.121, p = 0.041) confirmed a significant improvement in speaking confidence. However, challenges such as classroom noise and low-quality smartphone speakers affected the experience. While C.ai offers real-time feedback and personalized learning without teacher guidance, students’ confidence may also be influenced by other external factors. Thus, the findings highlight both the potential and limitations of using AI-based tools in language learning.

Assessing Cilacap State Polytechnic Students' Ability to Conduct English Proficiency Test: Challenges and Strategies

Betti Widianingsih, Cahya Vikasari, Fadhillah Hazrina, Annas Setiawan Prabowo — Sun, 29 Jun 2025 09:10:22 +0800

The purpose of this study was to evaluate Cilacap State Polytechnic students' readiness for the EPT-P and determine the obstacles they encounter as well as the strategies they employ to pass the test. This research used a mixed-methods case study design. To collect data, it used test and questionnaires which refer to the theory of Self-Regulated Learning, Test Taking Strategy, TAM and study of interlanguage. Analysis was based on Likert scale responses. It involved 60 final-year students of Cilacap State Polytechnic in the academic year of 2021/2022 from different study programmes. The study found that students at the State Polytechnic of Cilacap had a general lack of English competence, with just 25 out of 60 (41%) scoring over the 400 EPT-P pass score. Key issues were linguistic difficulties 37 students (62%) struggled with long reading texts, 41 (68%) struggled with essay writing, and 40 (67%) had difficulty listening, with 17 (28%) strongly agreeing. Psychological challenges were particularly significant: 28 students (47%) reported anxiety, while 44 (73%) reported losing focus. Technological and resource challenges were prominent, with 40 students (67%) lacking preparation materials and 55 (92%) never having had official instruction. Furthermore, 33 students (55%) considered the listening equipment unclear, and 54 (90%) thought the test was overpriced. Only 16 students (27%) prepared mentally and physically, while only 9 (15%) took classes. These findings, which were backed by many language learning and educational theories, emphasise the importance of economical training, easily accessible materials, and personalised coaching in improving student performance.

EFL Pre-Service Teachers’ Challenges and Strategies in Implementing Kurikulum Merdeka During Teaching Practicum

Kristian Anggi Purnomo, Yunika Upa — Sun, 29 Jun 2025 00:00:00 +0800

This study aims to explore the challenges and strategies experienced by EFL pre-service teachers in implementing Kurikulum Merdeka during their teaching practicum, particularly in rural elementary schools in Landak Regency, Indonesia. The research was conducted in five rural elementary schools involving ten EFL pre-service teachers who were actively engaged in their practicum under the Kurikulum Merdeka framework. Using a qualitative case study approach, data were collected through questionnaires, semi-structured interviews, and document analysis. Thematic analysis was employed to interpret the qualitative data and identify recurring challenges and strategies. The findings revealed that pre-service teachers encountered several major challenges, including limited teaching resources and infrastructure, difficulties adapting to student-centered approaches, and struggles in designing flexible and authentic assessments aligned with the curriculum's principles. Despite these obstacles, the participants employed various strategies, including attending workshops on Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), collaborating with senior teachers, and seeking additional learning resources independently. These strategies helped them adapt their teaching practices and improve their readiness to implement the curriculum. The study highlights the importance of institutional support, professional development, and mentorship in ensuring the successful implementation of Kurikulum Merdeka by pre-service teachers. It concludes that addressing these challenges is crucial for preparing competent English language educators and recommends further research into long-term impacts of curriculum implementation on teacher identity and student outcomes.

AI-Powered Learning: Shaping the Future of Academic Writing in EFL Education in Indonesia

Elsa Widya Hapsari, Sudarman Sudarman — Sun, 29 Jun 2025 14:37:58 +0800

This study investigates the use of artificial intelligence (AI) in English as a Foreign Language (EFL) academic writing teaching, with an emphasis on problems and perceptions among Indonesian teachers and students. To analyze prevalent challenges connected to AI use in education, data were collected using a qualitative descriptive approach from teacher comments, classroom observations, and relevant literature. The findings highlight five important themes: low digital literacy, unequal access to infrastructure, student overreliance on AI technologies, a lack of pedagogical training, and varied teacher attitudes towards AI in the classroom. Despite these challenges, many Indonesian EFL teachers recognise AI's potential to assist personalised learning, streamline feedback processes (especially via conferencing), and improve instructional methods. This study advances our understanding of AI's educational impact in Indonesian EFL environments, emphasising the importance of focused professional development and equal access to technology.

Factors Affecting Students’ Speaking Proficiency: Perspective from English Pre-service Teachers Teaching in southern Thailand

Maulidia Rachmawati Nur, Isrina Septiana — Sun, 29 Jun 2025 00:00:00 +0800

To create teaching speaking strategies, English teachers need to understand the factors affecting the oral proficiency of learners which should worhty of attention. This study aimed to investigate what the factors affecting students’ speaking proficiency based on perspective from English pre-service teachers while teaching in Thailand. The participants were three pre-service English teachers who had done teaching practicum in southern Thailand for four months. They taught at same level which was secondary level especially upper secondary level on EFL students. Questionnaire and semi-structured interview were used as research instruments. Thematic analysis was employed in the analysis of the data gathered from the teachers. The finding revealed that some of factors affecting students’ speaking proficiency based on pre-service teachers perspective are Cognitive, Linguistic and Affective factors.

Swiping Toward Self-Efficacy: What Students Say About Learning English Through TikTok

Wahyu Hidayat, Yuri Lolita — Sun, 29 Jun 2025 00:00:00 +0800

This study aims to investigate how high school students view TikTok as a tool for enhancing their self-efficacy in learning English. Over the course of three weeks, 32 grade XI students from a Gresik public school participated in the study, which used a qualitative case study methodology. Semi-structured interviews, classroom observations, and student video analysis were used to gather data. The findings demonstrated that TikTok usage greatly improved students' motivation to use English both within and outside of the classroom, as well as their engagement, speaking confidence, and comprehension of the subject matter through multimodal aspects (text, visual, and audio). Peer support and a collaborative classroom environment effectively maintained students' positive evaluations of TikTok as an effective learning medium, despite obstacles including early shyness and the digital gap. According to this study, TikTok can be a meaningful, entertaining, and contextualized learning tool for the current digital generation.

Jigsaw in Action: Bridging Collaboration Gaps in Junior High School Classrooms

Kania Farah Ardani, Yuri Lolita — Sun, 29 Jun 2025 16:42:54 +0800

This study explores the challenges and solutions in implementing the Jigsaw technique to improve reading comprehension among junior high school students through collaborative learning. Using a qualitative descriptive approach, data were collected through classroom observations, teacher interviews, student questionnaires, and field notes. The participants were purposively selected from a class identified as having significant difficulties in reading comprehension. The findings revealed that while the Jigsaw technique encouraged student engagement, motivation, and peer collaboration, its implementation was not without obstacles. Challenges included disparities in student participation, time constraints, uneven role distribution, and external factors such as socioeconomic differences. These issues often influenced students’ readiness and confidence during group activities. To address them, teachers employed strategies such as scaffolding materials, rotational role assignments, the use of multimedia tools, and adaptive pacing. Student feedback also highlighted the importance of pre-teaching key vocabulary, clear role expectations, and supportive group dynamics. The study concludes that the effectiveness of the Jigsaw technique depends on thoughtful instructional design, sensitivity to learner diversity, and continuous teacher reflection. When applied adaptively, it not only enhances reading comprehension but also supports a more inclusive and student-centered learning environment.