Archive

Scheduled MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Supporting Spoken Interaction in Academic Settings: Students’ Use of Real-Time AI Transcription in EFL Classrooms

Irma Ratna Ningsih, Ken Paul M. Espinosa

Abstract: This study explores EFL students’ use of real-time AI transcription to support spoken interaction in academic classroom settings and examines their perceptions of its role during oral activities. Adopting an exploratory mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a self-report questionnaire. The qualitative findings reveal that students employ AI transcription in self-directed and interaction-sensitive ways, such as monitoring speech accuracy, managing communication breakdowns, supporting turn-taking, and reducing anxiety during real-time interaction. These practices indicate that AI transcription functions not merely as a corrective aid but as an interactional resource embedded within ongoing classroom discourse. Quantitative results further show generally positive student perceptions regarding the usefulness of real-time AI transcription for enhancing clarity, confidence, and engagement in spoken interaction. By foregrounding students’ situated practices and experiences, this study contributes to emerging research on AI-mediated spoken communication in EFL contexts. The findings suggest that real-time AI transcription holds pedagogical potential when integrated flexibly and responsively to learners’ communicative needs, offering insights for educators seeking to support spoken interaction through AI-enabled technologies.

Published: 01 Jun 2026 View Details

Scheduled MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Enhancing Oral Communication in Real Time: University Students’ Self-Directed Use of AI-Powered Speech Recognition in English Classrooms

Masrurotul Ajiza, Ali Said Al Matari, Muthmainnah Muthmainnah

The increasing availability of AI-powered speech recognition has created new possibilities for supporting oral communication in English classrooms. This study explores how university students use AI-powered speech recognition tools in a self-directed manner during real-time speaking activities and how they perceive the usefulness of these tools for enhancing oral communication. Adopting a convergent mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a descriptive Likert-scale questionnaire. The qualitative findings reveal that students use speech recognition strategically to monitor intelligibility, rehearse spoken output, and manage speaking-related anxiety during communicative tasks. Rather than replacing interaction, the tool functions as a flexible support that learners draw on selectively according to situational needs. The quantitative results indicate generally positive perceptions of the tool’s usefulness, particularly in relation to confidence, fluency awareness, and ease of use. By combining observed practices with learners’ reported perceptions, this study offers a classroom-grounded account of AI-powered speech recognition use in real-time speaking contexts. The findings contribute to ongoing discussions on AI-assisted language learning by highlighting the pedagogical potential of speech recognition as a learner-oriented resource for supporting oral communication.

Published: 01 Jun 2026 View Details

Scheduled MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Exploring Students’ Use of AI Translation and Paraphrasing Tools during Academic Reading

Endang Siti Nurkholidah, Shafiq ur Rehman

The increasing availability of AI translation and paraphrasing tools offers new possibilities for supporting English as a Foreign Language (EFL) students’ academic reading. This issue is particularly relevant in university contexts where students are required to engage with complex English academic texts yet often encounter linguistic and conceptual difficulties. This study aims to investigate how university students use AI translation and paraphrasing tools across the before-reading, during-reading, and after-reading stages of academic reading and to examine how these stage-specific uses support students’ meaning-making processes. Using a qualitative exploratory design, data were collected from 20 university students who were familiar with AI-assisted reading practices through think-aloud protocols, reading journals, and semi-structured interviews, and were analyzed thematically. Findings reveal that students engage with AI tools in a strategic and reflective manner, employing translation for lexical support, paraphrasing for structural simplification, and both tools for reflective consolidation. Students’ use of AI was stage-specific: pre-reading translation enabled previewing and activation of prior knowledge; during reading, paraphrasing supported comprehension monitoring and verification; after reading, students consolidated understanding through summarization and clarification. The study highlights that AI tools function as both cognitive and metacognitive scaffolds, extending learners’ capacity to navigate complex academic texts while promoting learner agency and self-directed reading. These insights offer practical implications for integrating AI tools into academic literacy instruction and suggest avenues for future research on longitudinal effects, disciplinary differences, and adaptive strategies for diverse proficiency levels.

Published: 01 Jun 2026 View Details

Scheduled LEOTECH: Journal of Learning Education and Technology

Analysis of Influencing Factors of the Use of E-Comic on Learning Platforms Digital Using Technology Acceptance Model (TAM)

Jumiati, Naufal Fidha Sulaeman, Pooveneswaran Nadajaran

This study examines factors influencing the acceptance of e-comic use on digital learning platforms using an extended Technology Acceptance Model (TAM). A quantitative survey was conducted involving 118 elementary school students, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that perceived usefulness significantly influences attitude and behavioral intention to use e-comics. Perceived ease of use does not directly affect attitude or behavioral intention but significantly influences perceived usefulness. Accessibility and student support also play important roles in increasing technology acceptance. The structural model explains 52.2% of the variance in behavioral intention (R² = 0.522), indicating moderate explanatory power. These findings strengthen the application of TAM in the context of digital learning media and highlight the importance of perceived usefulness, accessibility, and system support in supporting the adoption of e-comics in primary education.

Published: 01 Jun 2026 View Details

Scheduled LEOTECH: Journal of Learning Education and Technology

Practicality of Gamification-Based VPDLS Media and Its Association with Elementary School Students’ Digital Numeracy Achievement

Hasbiyah Srianah Amir, Poopathy Dhanasekaran

The development of digital learning media is essential in improving elementary school students’ digital numeracy skills. This study aims to analyze the practicality of gamification-based VPDLS media and examine its association with elementary school students’ digital numeracy achievement. A descriptive quantitative approach with comparative analysis was employed. The research involved 343 elementary school students from eight schools. Data were collected using a digital numeracy essay test and a media practicality questionnaire based on the Technology Acceptance Model. Instrument validity and reliability were analyzed using SmartPLS, while descriptive statistics and ANOVA were conducted using SPSS. The results showed that the VPDLS media demonstrated high practicality, with students perceiving it as easy to use, practical, and comfortable for learning. Students’ digital numeracy scores also showed relatively high achievement, with significant differences among schools. The ANOVA results confirmed that both media practicality and digital numeracy achievement varied significantly across learning contexts. These findings indicate that gamification-based VPDLS media has the potential to support students’ engagement in digital numeracy learning, although the results should be interpreted cautiously because the study employed a descriptive quantitative design. In addition, the high level of practicality contributes to students’ acceptance and consistent use of digital learning media. The results are expected to support teachers and educational practitioners in designing effective and user-friendly digital learning media. This study provides empirical evidence regarding the practicality and potential contribution of gamification-based VPDLS media in supporting digital numeracy learning at the elementary school level.

Published: 01 Jun 2026 View Details

Scheduled LEOTECH: Journal of Learning Education and Technology

The Effectiveness of Learning Platforms on Students' 6C Skills of Elementary School Students

Lailatun Najmiah, Fasihah Abidah binti Anoar

This study examines the effectiveness of digital learning platforms in supporting the development of elementary school students’ 6C skills, including critical thinking, creativity, collaboration, communication, citizenship, and character. Using a quantitative descriptive approach, data were collected from 382 students through 6C skills tests and questionnaires measuring students’ perceptions of platform effectiveness. The data were analyzed using descriptive statistics, Pearson correlation, and one-way ANOVA to identify patterns and differences across schools. The results indicate a positive and significant relationship between the use of digital learning platforms and students’ 6C skills, although the correlation strength is relatively low and varies between schools. These findings indicate that digital platforms contribute modestly to the development of students’ 6C skills and that their effectiveness largely depends on pedagogical implementation and school readiness.

Published: 01 Jun 2026 View Details

Scheduled LEOTECH: Journal of Learning Education and Technology

Augmented Reality Comic-Based Learning: Its Impact on Student Learning Independence, Digital Literacy, and Literacy Achievement in Elementary Education

Zahratun Nufus, Saleman Mashood Warrah

The rapid advancement of digital technology in the Industry 4.0 era necessitates innovative instructional media capable of fostering independent learning, digital literacy, and literacy achievement among elementary school students. This study examines the effectiveness of Augmented Reality (AR)-based comic learning media in enhancing learning independence, digital literacy, and literacy achievement. A quantitative descriptive research design was employed, involving 78 fifth-grade students from two elementary schools in Cirebon City selected through total sampling. Data were collected using closed-ended questionnaires to measure learning independence and digital literacy, along with essay tests to assess literacy achievement. Instrument validity and reliability were evaluated using Partial Least Squares Structural Equation Modeling (PLS-SEM), while Multivariate Analysis of Variance (MANOVA) was applied to examine the simultaneous effects of school differences on the three dependent variables. The results indicate a significant multivariate effect of school context on the combined variables. Post hoc analysis reveals that school differences significantly influence literacy achievement, whereas differences in digital literacy and learning independence are not statistically significant. Correlation analysis demonstrates a strong association between digital literacy and learning independence, but no direct relationship with literacy achievement. These findings suggest that AR-based comics effectively enhance students’ literacy performance through immersive visualization and narrative engagement, while behavioral competencies such as learning independence and digital literacy require sustained implementation and pedagogical support. This study contributes an adaptable AR comic-based learning model suitable for elementary education, particularly in resource-limited schools, and provides empirical evidence of the integrated cognitive and behavioral impacts of immersive digital learning media.

Published: 01 Jun 2026 View Details

Scheduled LEOTECH: Journal of Learning Education and Technology

Artificial Intelligence in Intelligent Tutoring Systems for Education Literature Review and Bibliometric Analysis Using R-Biblioshiny

Raudhatul Haura, Farouq Sessah Mensah, Alaa Hussein Jafar Al-Anbari, Hariharasudan Anandhan, Mustafa Kayyali

The rapid advancement of Artificial Intelligence (AI) has accelerated the integration of technology into digital learning, particularly through Intelligent Tutoring Systems (ITS) that are capable of adapting instructional content, feedback, and learning pathways to students’ individual needs. The growing volume of publications on AI-based ITS highlights the need for a systematic mapping of the literature to better understand research trends, thematic emphases, and future research directions. This study aims to analyze publication trends, identify influential authors, institutions, journals, and countries, map the conceptual structure of the research field, and uncover research gaps and potential avenues for future studies. A quantitative approach was employed using bibliometric analysis. Data were retrieved from the Scopus database through searches of titles, abstracts, and keywords, and were subsequently screened using the PRISMA flow diagram, resulting in 322 articles published between 2012 and 2026. Bibliometric analysis was conducted using the Bibliometrix package and Biblioshiny to examine publication patterns, citation performance, collaboration networks, and keyword and thematic relationships. The findings indicate a steady increase in publications, with dominant themes centered on AI, intelligent tutoring systems, and adaptive learning. However, studies focusing on pedagogical implementation and long-term learning outcomes remain relatively limited. These results point to significant opportunities for future research, particularly in empirical evaluation and pedagogical integration. Overall, this study provides a comprehensive overview of the development of AI-based ITS research and serves as a valuable reference for researchers and practitioners in designing learning systems that align with educational needs.

Published: 01 Jun 2026 View Details

Scheduled MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Investigating Students’ Informal Use of AI Tools during University English Classes

Reni Apriani, Shibani Basu Dubey

The rapid proliferation of artificial intelligence (AI) tools has transformed how university students engage with English learning, often beyond formal instructional designs. This qualitative study investigates students’ informal use of AI tools during university English classes and examines how they interpret the role of these tools in shaping their learning experiences and classroom engagement. Drawing on classroom observations and semi-structured interviews, the study explores the ways students independently integrate AI tools such as translation, paraphrasing, and generative assistance to support comprehension, participation, and task completion in real time. The findings reveal that students employ AI tools strategically to manage linguistic challenges, maintain engagement, and enhance confidence, while simultaneously negotiating concerns related to overreliance and academic norms. Students generally perceive AI as a supportive, complementary resource rather than a substitute for instruction or effort. By foregrounding informal and learner-initiated AI use, this study contributes to current discussions on AI integration in English language education, highlighting the importance of recognizing students’ everyday practices and perspectives when developing pedagogical and policy responses to AI-enhanced learning environments.

Published: 01 Jun 2026 View Details

Scheduled MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

From L1 Thinking to L2 Text: Exploring AI-Mediated Translanguaging in University EFL Writing Tasks

Nur Ifadloh, Busayo Oluwabukola Alao, Eka Pujiastuti

The increasing availability of artificial intelligence (AI) tools has reshaped how university students engage in academic writing, particularly in English as a Foreign Language (EFL) context where multilingual resources play a central role. This qualitative study explores how EFL students use AI tools to mediate translanguaging practices during academic writing tasks and how they interpret AI’s role in moving from L1-based thinking to L2 written production. Drawing on think-aloud protocols, reflective writing journals, writing artifacts, and semi-structured interviews, the study examines writing as a process-oriented and mediated activity. The findings show that students strategically employ AI to externalize ideas, negotiate meaning, and refine language while maintaining agency and authorship through critical evaluation and revision of AI-generated text. AI tools were perceived not only as linguistic support but also as cognitive and emotional scaffolding that reduced writing anxiety and facilitated engagement with complex academic tasks. By foregrounding students’ practices and interpretations, this study contributes to growing discussions on AI, translanguaging, and writing pedagogy, highlighting the need for process-oriented and reflective approaches to AI use in EFL writing instruction.

Published: 01 Jun 2026 View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

Peran guru agama dalam pembinaan akhlakul karimah siswa di SD Negeri 130/VII

Nurjihan Nabila, Drs. Holil, M.Pd, Rahmad Saleh, S.Pd, M.Pd

Morality holds a special place in Islam. This is based on the principle that the Prophet Muhammad (peace be upon him) placed moral perfection as the primary mission of Islam. Morality is also used as a benchmark for one's faith, and to achieve perfect morality, guidance and development are necessary. The problem at SD Negeri 130/VII Kampung Tujuh V is that teachers generally demonstrate good behavior and can serve as role models for students. However, some students are difficult to direct, so moral development is necessary for these students. Elementary school age is the most appropriate time to instill morality in children, thereby minimizing deviations. This study aims to determine the role of religious teachers in moral training for fourth-grade students at SD Negeri 130/VII Kampung Tujuh V, as well as the methods used in moral training and any supporting or inhibiting factors experienced by teachers in fostering morality in students. This study is a qualitative study. The subjects of this study were teachers and fourth-grade students of SD Negeri 130/VII KampungTujuh. The data collection methods used observation, interviews, and documentation techniques. Techniques to ensure data validity were analyzed, then the data were analyzed using triangulation and conclusions were drawn. The results of the study can be concluded that: 1) The role of religious teachers in fostering morals in students can be given good advice in its implementation, religious teachers have applied the method of role models, advice and supervision for students. 2) Efforts made by religious teachers in fostering morals in students, namely: a) Providing guidance to students; b) Always exemplifying good behavior such as always saying hello, being polite, courteous, and disciplined.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

SKRIPSI Nabila 6.2026

Nurjihan Nabila, Drs. Holil M.Pd, Rahmad Saleh, S.Pd, M Pd

Morality holds a special place in Islam. This is based on the principle that the Prophet Muhammad (peace be upon him) placed moral perfection as the primary mission of Islam. Morality is also used as a benchmark for one's faith, and to achieve perfect morality, guidance and development are necessary. The problem at SD Negeri 130/VII Kampung Tujuh V is that teachers generally demonstrate good behavior and can serve as role models for students. However, some students are difficult to direct, so moral development is necessary for these students. Elementary school age is the most appropriate time to instill morality in children, thereby minimizing deviations. This study aims to determine the role of religious teachers in moral training for fourth-grade students at SD Negeri 130/VII Kampung Tujuh V, as well as the methods used in moral training and any supporting or inhibiting factors experienced by teachers in fostering morality in students. This study is a qualitative study. The subjects of this study were teachers and fourth-grade students of SD Negeri 130/VII KampungTujuh. The data collection methods used observation, interviews, and documentation techniques. Techniques to ensure data validity were analyzed, then the data were analyzed using triangulation and conclusions were drawn. The results of the study can be concluded that: 1) The role of religious teachers in fostering morals in students can be given good advice in its implementation, religious teachers have applied the method of role models, advice and supervision for students. 2) Efforts made by religious teachers in fostering morals in students, namely: a) Providing guidance to students; b) Always exemplifying good behavior such as always saying hello, being polite, courteous, and disciplined.

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