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This research is a qualitative descriptive study of English language educators' views and practices regarding the integration of artificial intelligence (AI) tools in education. It aims to understand how teachers in Pontianak Urban Schools perceive the effectiveness of AI tools in enhancing their English teaching practices, what challenges teachers face in integrating AI tools into English language teaching, and how the use of AI tools affects student engagement and motivation in learning English. The participants were two English language teachers from an urban school in Pontianak, West Kalimantan. Data were gathered through semi-structured interviews, with thematic analysis used for data interpretation. The results show that both teachers used AI to help them in the teaching process. They also expressed the need for more training and support to effectively integrate the AI tools. The study offers insights into teachers’ perceptions of AI in education and highlights the importance of responsible AI integration in language teaching.

This study aims to explore the effectiveness of implementing local content in developing EFL learners’ descriptive text writing skills. The approach used in this study was classroom action research. The steps taken in this classroom action research were planning, action, observation, and reflection. The research process utilized two cycles. In the first cycle, students’ descriptive writing skills were assessed. After a period of instruction using this approach, a post-assessment was conducted to measure students’ improvement in writing skills. The test scores were then analyzed using a percentage formula. Only 38% of the students were in the “good” category in the first cycle. However, in the second cycle, there was a significant increase of 73% after the implementation of local content in the writing learning process. The use of local content makes students more interested and enthusiastic in developing their ideas, so that they are more creative in describing existing material. Therefore, students are automatically more passionate about learning new vocabulary and deepening their grammatical understanding. It can be concluded that teaching descriptive texts to young EFL learners using local content can improve their writing proficiency.

The purpose of this research was to predict Iranian students' psychological well-being based on attachment styles and Internet addiction. The research design was descriptive and correlational. The current research population included 22131 fourth and fifth-grade students of Dezful City in the academic year–2022-2023. The statistical sample was based on the cluster sampling table of Karjesi and Morgan (1970), resulting in 384 participants. They were administered the Riff psychological well-being questionnaire (short form), the Collins and Reed Adult Attachment Style Questionnaire (RAAS), and the Addiction to Internet Young test. The results showed that there is a direct and significant relationship between psychological well-being and secure attachment, and there is a direct and significant relationship with the variables of avoidant attachment and anxious attachment. Also, the results of the regression test showed that secure attachment, avoidant attachment, and anxious attachment significantly predicted psychological well-being. There is an indirect and significant relationship between Internet addiction and psychological wellbeing. Internet addiction significantly predicts the psychological well-being variable.

A thesis is a compulsory assignment that should be created at the end of the study by the master’s students to earn their degree. The Introduction is one of the most challenging sections of this thesis. Therefore, this study aimed to analyze the rhetorical moves organization used by Indonesian master’s students in their theses introductions, using Swales’ move analysis CARS model (1990). The selected theses were within the scope of improving the students' writing skills. The findings demonstrated that the writers' most common strategy in writing the Introduction section was to define their research area, indicating their attempt to create a convincing argument for the originality of their work. The findings offer pedagogical implications for lecturers in developing academic writing teaching materials and for students composing their thesis introductions.

This research was aimed to design a booklet of local folktales to support junior high school ninth grade students English extensive reading activities as well as to help them to reach their reading objectives in classroom with the related reading topic. This research was a subject of an English teacher. The method used for this research was development research that used the first three phases of the ADDIE instructional model, namely the analysis, design, and development phases. We conducted the first interview, followed by documentation and observation to gather the data and used experts’ recommendations and descriptive analysis to analyze the data. In the analysis phase, as the preliminary process of the research, we collected the data through interviews, documentation, and observation. In the design phase, we began to design a draft of the product. In the development phase, we started to develop a draft of the local folktales booklet followed by an internal evaluation. According to the findings of the research, it was indicated that the local folktales booklet was appropriate and able to support the students’ English extensive reading activities as well as to be their supplementary reading material product to be used in the classroom.

This study explored English teachers' views on incorporating local legends into lessons in West Kalimantan and how AI may help incorporate local legends and engage students using a survey approach. Data were collected from 24 teachers using purposive sampling. The survey revealed that while 70.8% of teachers expressed an interest in using local legends, only 4.2% regularly integrated them into their teaching, indicating a gap between enthusiasm and practice. Although half of the teachers believed that local legends could enhance student engagement, few considered them extremely effective, suggesting the need for more evidence of their impact. Barriers to the use of local legends include limited resources, lack of knowledge, time constraints, and varying student interests. This study highlights the potential of Artificial Intelligence (AI) in overcoming these challenges by providing resources, diversifying materials, and streamlining lesson planning. AI could bridge the gap between teachers' interest in local narratives and their actual use, promoting a more engaging, culturally relevant learning environment. However, the study's small sample size and short data collection period limited the generalizability of the findings. Future research should involve a larger, more diverse sample and longer data collection to provide more comprehensive insights.

This study investigates the language styles, functions, strategies, and imaging strategies of English-language electric car advertisements that appear on YouTube. The study adopted a qualitative descriptive method, employing data collection techniques such as recording, observation, and note-taking. Data analysis was conducted using Miles and Huberman's interactive model, integrated with Braun and Clarke’s thematic approach. The findings reveal that electric car advertisements on YouTube employ a range of language styles to convey messages to the audience. The dominant language style is the "Hard Sell", which highlights rational and logical aspects of the product, such as energy efficiency and ease of use. Additional creative language styles include soft sell, hyperbole, metonymy, rhetorical questions, and personification. The main functions of language in these advertisements are to inform, persuade, create an image, and inspire consumer imagination regarding the electric car experience. Language strategies encompass both direct and indirect techniques designed to persuade consumers to deliver clear information and establish a positive image through emotional messaging. Electric car imaging is crafted by emphasizing a product’s physical characteristics, quality, and advantages, focusing on cultural symbols, user personalities, and direct comparisons with competitors, thereby solidifying the product image in consumers' minds

This study aims to determine the effectiveness of the shadow and tell method in teaching English-speaking skills to eighth-grade students. Using the Show and Tell method, students are given the opportunity to explain an item that is engaging in increasing their interest in practicing speaking in class. A pre-experimental research design was used with one group pre-test and post-test involving 30 students. The sample was chosen by applying cluster random sampling technique. The data of students’ achievement in speaking were collected through pre-test and post-test. These data were quantitatively analyzed, and the results showed that the t-test was higher than the t-table, and the effect size score indicated that the Show and Tell method had a strong effect. The results revealed that the Show and Tell method can be used to teach students’ English-speaking skills. Using objects such as photos and people, the researcher found that students were engaged in speaking English because they were using things they enjoyed, such as classroom items, classmates, or favorite animals. As a result, teaching English speaking skill to students through the Show and Tell method can be enjoyable.

Despite the importance of English proficiency for global opportunities, students at the Université Catholique de Bukavu face unique challenges in language learning motivation. This study addresses this research gap by examining motivational factors influencing English learning among these students through the lens of Self-Determination Theory (SDT). Using a descriptive quantitative design, 100 randomly selected first-year students from diverse faculty completed a questionnaire adapted from the Attitude/Motivation Test Battery (AMTB). The findings revealed that career prospects and effective communication with diverse groups serve as primary motivators, while moderate levels of perceived autonomy and competence have been reported. Sociocultural and economic challenges unique to Bukavu, such as limited exposure to English speakers and scarce learning resources, were found to influence these motivational factors. The results emphasize the need for educational strategies that increase autonomy, foster competence and support self-directed learning. These insights contribute to understanding how motivational dynamics interact with socio-cultural factors in non-English-speaking regions and offer practical recommendations for enhancing English language education

This research focuses on the needs analysis of developing a beginner-level learning module, which is in the initial stage. It applied a qualitative method in which data were gathered using a questionnaire and interviews. These data were descriptively analyzed using data condensation. The subjects of this research were 100 students and 4 lecturers. The results show that there is an urgent task because there is no course module for the Writing Intensive Course. It is also found that the existing material is suitable, but it needs to be added to the weekly theme to provide brainstorming space for the students. In terms of lack, want, and necessity, the learning modules must refer to the beginner level, accommodate the students to produce meaningful English sentences correctly, give more opportunities to exercise inside and outside the classroom, get more feedback from the lecturer, and integrate PjBL and case-method learning models. There were also some topics ranked based on students’ preferences. These topics can be considered by developers in developing a Writing Intensive Course module.