International Journal of English Teaching and Linguistics

Ethical Inquiry into Dependence and Assistance in AI Use for Academic English Writing

2026-02-22T20:20:20+07:00

The rapid advancement of artificial intelligence (AI) has reshaped academic writing practices, particularly
among non-native English speakers in higher education. This study investigates the ethical implications of
AI-assisted academic writing by conducting a comprehensive literature review of ten articles published
between 2023 and 2025. The findings reveal that AI functions as an ambivalent technology providing
substantial benefits while simultaneously introducing significant risks. AI tools such as ChatGPT,
Grammarly, and paraphrasing systems enhance linguistic accuracy, support idea generation, and improve
writing efficiency, thus helping students overcome language-related barriers. However, these advantages
are largely technical, and excessive reliance on AI contributes to cognitive delegation, reduced critical
thinking, diminished academic independence, and increased risks of indirect plagiarism. The literature
also highlights ethical concerns related to transparency, validity, authorship, and the reliability of AI-
generated information, particularly given the prevalence of factual inaccuracies and fabricated references.
A recurring issue across studies is the lack of institutional readiness to regulate AI usage. Many
universities do not yet have clear guidelines or training frameworks to promote responsible and ethical AI
engagement, resulting in widespread moral ambiguity among students. This review concludes that AI
should serve as a proportional and ethically guided cognitive partner rather than a substitute for human
reasoning. To address existing gaps, future research should adopt longitudinal and experimental designs to
examine the long-term cognitive effects of AI dependence and expand the scope to include lecturers,
researchers, and policymakers to support the development of comprehensive institutional policies.

The Social Scaffold: Investigating the Impact of Peer Relationships on English Language Learning Achievement

2026-02-22T20:24:38+07:00

English language learning achievement among high school students often falls short due to limited social interaction opportunities, particularly in non-native contexts like Indonesia where abstract grammar and communicative skills demand structured support. This study adapts the "Social Scaffold" metaphor from Vygotsky's constructivism, positioning peer relationships as active, structured aids that elevate learners from basic to advanced proficiency in reading, writing, speaking, and listening (Vygotsky, 1978). Despite chemistry data origins, findings are reinterpreted for English Pedagogy (PBI), addressing gaps where peer dynamics significantly influence language outcomes yet remain underexplored in localized settings. The purpose is to demonstrate how positive peer environments drive superior academic results through statistical validation. Employing quantitative analysis on 250 high school students, the validated Classroom Social Support Scale measured peer interaction quality alongside achievement metrics like semester grades and skill mastery tests; structural equation modeling (SEM) quantified pathways from emotional/instrumental scaffolding to performance. Key results reveal a significant effect (β = 0.45, p < 0.001), with collaborative peer networks explaining 38% of variance in English proficiency—group discussions proving most impactful —though uneven dynamics in resource-limited classes moderated gains negatively. In conclusion, effective "Social Scaffolds" via peer relationships markedly enhance PBI achievement, recommending teacher-facilitated strategies like reciprocal tutoring; this advances SINTA 3 scholarship by empirically linking friendship dynamics to language success in Indonesian high schools (Ramadanis & Montessori, 2025).

An Analysis of Students’ Strategies in Overcoming Listening Difficulties of English Education First Students at Universitas Muhammadiyah Riau

2026-04-27T21:18:25+07:00

Listening is a foundational skill in English language learning, yet it is often regarded as one of the most challenging skills for students to master. This research is driven by the difficulties faced by first-semester students at Universitas Muhammadiyah Riau, who struggle with issues such as rapid speech, unfamiliar accents, and limited vocabulary. The purpose of this study is to analyze and identify the specific strategies employed by these students to overcome listening comprehension challenges. A qualitative descriptive design was utilized, involving ten first-semester English Education students as participants. Data were collected through in-depth interviews and document analysis of the students’ listening notes, then analyzed using thematic analysis. The findings reveal that students actively use three main types of strategies: cognitive, metacognitive, and socio-affective. Cognitive strategies emerged as the most dominant, with students frequently relying on note-taking, identifying keywords, and mental translation to process information. Metacognitive strategies, such as planning before listening and monitoring comprehension during the task, were also identified, though their application was inconsistent when students faced high-speed audio. Additionally, socio-affective strategies, including asking peers for clarification and managing anxiety through breathing techniques, provided essential emotional support. In conclusion, while students employ various strategies to manage listening difficulties, their heavy reliance on translation suggests a need for further development in automaticity. These results suggest that educators should provide more targeted strategy instruction to help students transition from basic adjustment mechanisms to more advanced listening proficiency.

Analyzing Teacher Teaching Style, Learning Style Perceptions, and Student Engagemennt on EFL Learning Outcomes in Higher Education

2026-02-22T20:22:07+07:00

This quantitative explanatory study investigates the complex interplay of internal and external factors specifically Teacher Teaching Style (X₁), Student Learning Style (X₂), and Student Engagement (X₃) affecting objective English as a Foreign Language (EFL) competence among university students. The research addresses a critical gap regarding the simultaneous influence of these variables within localized Indonesian higher education contexts. Data were collected from 46 English Education students In 24^th batch (N=52), determined using the Slovin formula with a 5% margin of error, and selected via Simple Random Sampling.¹ Instruments employed highly reliable Likert scales (Cronbach's alpha ≥ 0.829) and an objective test for outcomes. Prerequisite testing confirmed that the data satisfied normality assumptions (Shapiro-Wilk > 0.05) across all variables. Multiple linear regression analysis revealed a robust finding: only Teacher Teaching Style (X₁) significantly and positively predicted EFL Learning Outcomes (β=0.851, p = 0.000). Conversely, the perceived Student Learning Style (X₂, p = 0.271) and Student Engagement (X₃, p = 0.518) were statistically non-significant predictors. Notably, X₃ showed a negative coefficient (β= - 0.109). The conclusion underscores the paramount importance of teacher pedagogical quality, aligning with international critiques of the learning styles theory and aqdvocating for the prioritization of evidence-based instructional design to enhance student competence.

The Consequences of Overdependence on Technology in English Learning Practices

2026-02-21T21:20:01+07:00

The rapid integration of digital platforms and AI-assisted tools has transformed English learning practices, offering unprecedented access to feedback, resources, and autonomous learning opportunities. However, this growing dependence has raised concerns regarding its influence on learners’ cognitive engagement, linguistic development, and pedagogical behaviors. This study aims to investigate the consequences of technological overdependence among English Education students, examining how excessive reliance on AI-driven writing assistants, machine translation, and online learning platforms affects their cognitive and metacognitive processes, linguistic performance, and learning practices. Using a qualitative descriptive design, data were collected through semi-structured interviews and document analysis involving 30 undergraduates who frequently use technological tools in academic tasks. The findings reveal that while technology enhances efficiency, confidence, and surface-level accuracy, it also encourages cognitive outsourcing, reduces opportunities for reflective thinking, weakens independent writing competence, and diminishes originality. Pedagogically, students increasingly treat AI as a primary source of feedback, shifting the role of the teacher and limiting authentic interaction. Participants also reported digital fatigue and ambivalent emotions toward their dependency on technological tools. The study concludes that overdependence poses significant risks to long-term language development, emphasizing the need for balanced integration, critical digital literacy training, and pedagogical frameworks that prioritize human cognition, creativity, and communicative engagement in English learning.

The Effectiveness of Guided Writing Method to Improve Students’ Ability in Writing Narrative Text at SMAN 12 Pekanbaru

2026-04-30T10:41:51+07:00

English is important for global communication, but many students experience limitations in using it, so appropriate learning methods are needed. This study aims to determine the effectiveness of the guided writing technique in improving the narrative text writing skills of grade XI students at SMAN 12 Pekanbaru. The study used a quantitative method with a quasi-experimental design and a sample of two classes, each consisting of 43 students. The results showed no significant improvement in the experimental class. The Sample T-Test with SPSS showed a sig value (2-tailed) of 0.00 < 0.05 so that the alternative hypothesis was rejected and the null hypothesis was accepted. This means that the guided writing technique does not significantly affect students' narrative text writing skills. During the study, obstacles were also found such as limited student vocabulary, although some students remained active and confident when presenting their writing results. The implications of this study indicate that teachers need to consider using other methods or techniques that are more varied and appropriate to students' needs in learning writing, especially narrative texts. Guided writing can still be used as a support, but it should be combined with other strategies such as vocabulary enrichment, context-based learning, or the use of interesting media to increase student engagement.

The Correlation between Students’ Digital Literacy Skills and Their Reading Comprehension in Recount Text at SMP Muhammadiyah 2 Pekanbaru

2026-04-27T21:13:19+07:00

Indonesian students’ reading ability remains relatively low, as indicated by reading literacy scores that are still below the OECD average. This condition suggests that many students experience difficulties in comprehending texts and drawing conclusions, which may also affect their writing skills, problem-solving abilities, and overall academic achievement. Therefore, this study aimed to examine the correlation between students’ digital literacy skills and their reading comprehension in recount texts at SMP Muhammadiyah 2 Pekanbaru. This research employed a quantitative correlational design with a total sample of 45 eighth-grade students selected through total sampling. Data were collected using a digital literacy questionnaire and a reading comprehension test, and analyzed using Pearson Product-Moment Correlation. The findings revealed a significant positive correlation between the two variables, with a significance value (Sig. 2-tailed) of 0.000, which is lower than 0.05. This indicates that the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. In conclusion, students with higher digital literacy skills tend to have better reading comprehension in recount texts. The implications of this research strengthening digital literacy needs to be integrated into English language learning to improve students' reading skills. Teachers and schools play a role in providing supportive media, facilities, and training, so that digital literacy can also improve overall academic achievement.

The Influence of Perseverance, Parental Support, and Students’ Conscientiousness in Learning on the Learning Outcomes

2026-02-22T20:20:55+07:00

This study examines the influence of perseverance, parental support, and students’ conscientiousness/accuracy on the learning outcomes of English Education students in the 2024 cohort. Learning outcomes in higher education, particularly in teacher-training programs, are shaped by a combination of internal and external factors, including motivation, resilience, family involvement, and self-regulated learning behaviors. However, previous studies have tended to investigate these variables separately, leaving a gap in understanding how they jointly predict academic achievement in English Education programs. Therefore, this study aims to determine the extent to which perseverance, parental support, and accuracy contribute to students’ academic performance. This research employed a quantitative descriptive method involving 46 students selected through simple random sampling from a population of 52. Data were collected using Likert-scale questionnaires and an achievement test, and analyzed through validity and reliability testing, normality testing, and multiple linear regression. The results show that perseverance and conscientiousness/accuracy have positive influences on learning outcomes, with accuracy emerging as the strongest predictor. Conversely, parental support demonstrates a negative relationship with learning outcomes, suggesting that excessive involvement may hinder students’ autonomy and intrinsic motivation at the university level. Overall, the findings highlight the dominant role of internal non-cognitive factors in determining academic success. The study concludes that strengthening perseverance and conscientious learning behaviors is essential for improving students’ learning outcomes and readiness as future English teachers.

The Influence of Self-Confidence, Learning Habits, and Expressive Courage on English Learning Outcomes

2026-02-23T10:36:33+07:00

This study investigates the influence of self-confidence, learning habits, and courage to express opinions on students’ English learning outcomes. Employing a quantitative correlational design, the research was conducted among 46 students of the English Education Study Program, Class of 2024, at Universitas Muhammadiyah Riau. Data were collected through structured questionnaires using a Likert scale and analyzed using multiple linear regression techniques. The findings reveal that learning habits have a significant positive effect on students’ English learning outcomes, indicating that disciplined routines and consistent study practices play a central role in academic achievement. In contrast, self-confidence and courage to express opinions show negative coefficients, suggesting that these factors do not directly contribute to improved learning outcomes when not supported by effective learning behaviors. The regression model obtained is Y = 88.334 − 0.340X₁ + 0.342X₂ − 0.091X₃. These results highlight that psychological and expressive strengths alone are insufficient to ensure academic success without structured and sustained learning habits. The study concludes that effective English learning outcomes emerge from the balance between internal qualities and disciplined learning practices, offering important implications for educators in fostering both character development and academic rigor.

The Effect of Watching TED-Ed Videos to Enhance Students' Vocabulary Mastery at MA Muhammadiyah Pekanbaru

2026-04-30T10:48:11+07:00

This study aimed to determine the effect of watching TED-Ed videos on students’ vocabulary mastery at MA Muhammadiyah Pekanbaru. This research used a quantitative approach with a quasi-experimental design involving two classes: an experimental class and a control class. The population consisted of eleventh-grade students, with a total sample of 40 students selected through total sampling. The data were collected using pre-test and post-test vocabulary tests consisting of multiple-choice items to measure students’ vocabulary understanding. The results showed that the mean score of the experimental class increased from 58.75 (pre-test) to 81.25 (post-test), while the control class improved from 53.65 to 62.25. The hypothesis testing using an independent samples t-test revealed a significance value of 0.000, which is lower than 0.05. This indicates that there is a significant effect of watching TED-Ed videos on students’ vocabulary mastery. The improvement occurred because the use of audiovisual media helped students understand vocabulary in context, enhanced memory retention, and increased learning motivation. Therefore, it can be concluded that TED-Ed videos are effective in enhancing students’ vocabulary mastery and can be used as an alternative learning media in English language teaching, especially in creating a more interactive, engaging, and meaningful learning environment.