International Journal of English Teaching and Linguistics

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

SIRAJ NABILA JOFA — 2026-02-23

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 Consequences of Overdependence on Technology in English Learning Practices

Tengku Ibra Febrian — 2026-02-23

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.

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

Eka Prima Oktarianda — 2026-02-23

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

Muhammad Aqil Al-Amin — 2026-02-23

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.

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

viona indriani — 2026-02-23

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 Effect of Independence, Responsibility,and Curiosity on Students' English Learning Outcomes

Farrel Zacky — 2026-02-23

This study examines the influence of learning independence, responsibility, and curiosity on students' English learning outcomes at a private university in Indonesia. In ideal educational conditions, students are expected to demonstrate autonomous learning behaviors, fulfill their academic responsibilities consistently, and maintain intellectual curiosity toward English language materials. However, classroom observations reveal significant gaps between these theoretical expectations and actual student behaviors, including heavy reliance on teacher direction, inconsistent task completion, and limited exploratory engagement. Using a quantitative survey design, this research involved 46 students selected through simple random sampling from a population of 52. Data were collected using a structured questionnaire based on a five-point Likert scale and an English achievement test covering vocabulary, grammar, and reading comprehension. Multiple linear regression analysis was employed to examine the predictive relationships between the three independent variables and English learning outcomes. The findings indicate that learning independence positively influences English learning outcomes (B = 0.172, p = 0.377), while responsibility (B = -0.153, p = 0.449) and curiosity (B = -0.064, p = 0.768) demonstrate negative but statistically non-significant effects. These results suggest that while independence plays a central role in academic success, responsibility and curiosity alone do not guarantee improved performance without complementary self-regulatory strategies and supportive instructional frameworks. The study emphasizes the importance of fostering independent learning skills in English education and highlights the need for pedagogical approaches that effectively channel students' sense of responsibility and curiosity into productive learning behaviors.

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

Mutia Shananda Mutia Shananda — 2026-02-23

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).