Archive

Pragmatic Failure in EFL Learners’ Emails and AI Grammar Tools Feedback

Nur Ifadloh, Ameen Saliman Abdullahi, Rani Aryanti Rukmana

This study investigates the pragmatic failures found in EFL learners’ academic email communication and evaluates the extent to which AI grammar tools can detect and address such failures. Drawing on theories of interlanguage pragmatics and politeness, the research identifies recurring issues in the realization of requests, apologies, and formal politeness—where learners often produce grammatically correct yet pragmatically inappropriate messages. These failures commonly stem from first-language pragmatic transfer and a lack of explicit instruction in target language norms. Adopting a mixed-methods approach, the study analyzed a corpus of 640 elicited emails from 80 EFL university students and assessed feedback from Grammarly, Quillbot, and ChatGPT using comparative qualitative and quantitative analysis. While the tools effectively corrected surface-level errors, they fell short in addressing context-sensitive pragmatic nuances such as indirectness, tone, and formality. The findings underscore the distinction between linguistic and pragmatic competence, highlight the limitations of current AI tools in fostering pragmatic awareness, and emphasize the need for explicit, context-rich instruction. This study contributes to a more integrated understanding of how human expertise and AI technologies can collaboratively support pragmatic development in digital language learning environments.

Narrative Explorations of EFL Learners’ Engagement with AI Tools in Developing Writing Proficiency

Lailatun Najmiah, Alaa Hussein Jafar Al-Anbari

This study explores the lived experiences of English as a Foreign Language (EFL) learners engaging with Artificial Intelligence (AI) tools to support their academic writing development. Using a narrative inquiry approach, the research investigates how learners describe their interactions with AI technologies such as ChatGPT and Grammarly, and what challenges and opportunities they perceive. Eighteen university-level EFL students participated in in-depth interviews, revealing that AI tools are widely appreciated for enhancing linguistic accuracy, improving efficiency, boosting writing confidence, and supporting idea generation. These benefits align with the Technology Acceptance Model and Sociocultural Theory, suggesting that AI acts as both a facilitator of ease and a scaffold within learners’ Zones of Proximal Development. However, the findings also highlight substantial concerns related to academic integrity, over-reliance, and AI’s limitations in generating culturally nuanced or critically engaging content. This duality reflects the "Paradox of Assistance," where the same features that make AI valuable can also inhibit deeper learning if uncritically used. The study emphasizes the need for intentional, pedagogically guided integration of AI in EFL writing instruction, promoting a balanced Human-AI collaboration that empowers learners as autonomous and reflective writers.

Discourse Markers in Learners’ YouTube Comments: A Study of Informal Academic English

Raudhatul Haura, Aloba Fatimah Musa

This study investigates the use of discourse markers (DMs) by English as a Foreign Language (EFL) learners in YouTube comments on academic-related videos. Drawing on Fraser’s typology, the research explores the types of DMs most frequently used and how learners employ them to structure arguments, express stance, and maintain coherence in informal academic English. A total of 300 learner comments, some from the same users, were collected from ten academic YouTube videos and analysed through qualitative content analysis. The findings reveal that learners primarily used contrastive, elaborative, and inferential discourse markers such as but, also, and therefore to organize ideas and express reasoning. Stance-related markers like I think and actually were also prevalent, signaling learners' personal evaluations. Additionally, elaborative markers contributed to textual flow and coherence. These patterns indicate that EFL learners are able to apply academic discourse strategies within informal digital contexts, demonstrating emerging discourse competence and pragmatic awareness. The study highlights the pedagogical potential of digital platforms like YouTube as spaces for meaningful language use and suggests incorporating informal online texts into language teaching practices.

Comparing Learners’ Perceptions of Learning English via Duolingo and BBC Learning English Platforms

Ratna Widya Iswara, Silvia Catalan Ambag

This study explores EFL learners’ perceptions of two widely used digital language learning platforms: Duolingo and BBC Learning English. Drawing on the Technology Acceptance Model (TAM), the research investigates how learners evaluate the platforms in terms of effectiveness, engagement, and usability, as well as their perceived strengths and limitations in developing specific English language skills. Using a qualitative descriptive design, data were collected through semi-structured interviews with ten EFL learners who had experience using both platforms. Thematic analysis revealed that Duolingo was favored for vocabulary and grammar practice due to its gamified and user-friendly design, while BBC Learning English was perceived as more effective for listening comprehension and exposure to authentic language. Learners reported using both platforms strategically, depending on their individual learning goals. The findings highlight the complementary nature of these tools and the importance of aligning digital resources with learners’ preferences and skill development needs. This study contributes to the growing body of research on educational technology in language learning and offers practical implications for educators and developers.

Hubungan Antara Pemahaman Konsep dan Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Matematika di Sekolah Dasar: Suatu Kajian Sistematis Literatur

Muhammad Arifin

This study aims to systematically examine the relationship between conceptual understanding and critical thinking skills in elementary school students during mathematics learning. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. A total of 32 relevant journal articles published between 2006 and 2024 were selected from databases such as Google Scholar, Scopus, DOAJ, and ResearchGate. Mendeley was used for reference management and NVivo 12 Plus was employed for thematic coding and qualitative synthesis. The review reveals a significant relationship between students’ conceptual understanding and their critical thinking abilities, especially when real-world, contextual problem-solving activities are applied. Strategies such as Problem-Based Learning (PBL), inquiry-based instruction, visual media, and metacognitive approaches were consistently effective in strengthening both skills. Contextual and reflective learning environments further support the development of integrated cognitive competencies. Despite these findings, gaps remain in long-term experimental studies and in understanding the mediating role of visual learning tools. This study provides theoretical insights and practical implications for improving mathematics instruction in elementary education.

RADEC Model on Critical Thinking Skills of Science Education In Elementary School: A Systematic Literature Review

This study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol to evaluate the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model in enhancing critical thinking skills among elementary school students. A total of 21 peer-reviewed studies published between 2019 and 2025 were analyzed. The findings show that the RADEC model enhances critical thinking, particularly in science education. Through its structured stages, the model promotes active engagement, social interaction, reflective thinking, and conceptual understanding. Despite these benefits, challenges such as low student literacy, limited teacher readiness, and insufficient institutional support were identified. These results highlight the need for comprehensive teacher training and institutional support to ensure successful implementation. The RADEC model presents itself as a promising and adaptable approach for promoting 21st-century competencies in primary education.

Pengaruh Model Project Based Learning Berbantuan Video Interaktif Terhadap Kemampuan Kreativitas Siswa Sekolah Dasar: Suatu Kajian Sistematis Literatur

Mujadillah

This systematic literature review explores the influence of Project based learning (PjBL) supported by interactive video media on the creativity of elementary school students. In the 21st-century educational landscape, creativity is a fundamental skill that must be developed from an early age. The study aims to map current research findings on how the integration of digital interactive videos within PjBL environments contributes to enhancing students' creative thinking dimensions, including originality, elaboration, fluency, and flexibility. A total of 38 relevant empirical articles published between 2015 and 2024 were selected from databases such as Google Scholar, ERIC, Scopus, and ResearchGate. The PRISMA method was used for article selection, and thematic analysis was conducted using NVivo 12 Plus. The results indicate that video-assisted PjBL consistently supports creativity development by stimulating idea generation, contextual understanding, and student engagement. However, challenges such as digital infrastructure, teacher readiness, and time allocation are noted. This study contributes theoretically to creative learning model development and offers practical implications for educators aiming to design meaningful, technology-integrated instructional practices in elementary education.

Analisis Moderasi dan Mediasi Dukungan Sosial Terhadap Pengaruh Empati Pada Keterlibatan Akademik Siswa Sekolah

Ratu Mas Zahra Nuraini Nawang Wulan, Naya Hasna Ainayya, Rika Agustina Ritonga, Suroya Lailata Hafilah

This study investigates the effect of empathy on elementary school students' academic engagement by examining the mediating and moderating roles of social support. Employing a quantitative survey design, the study involved 249 students from four elementary schools selected through stratified random sampling. Data were collected using questionnaires that assessed three primary constructs: empathy, social support, and student engagement. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 4. The findings reveal that empathy significantly and positively influences both student engagement and perceived social support. However, social support does not have a direct significant impact on student engagement and fails to mediate the relationship between empathy and engagement. Interestingly, empathy was found to moderate the relationship between social support and engagement negatively, indicating that students with high levels of empathy tend to participate actively in learning regardless of external support. These results highlight the critical role of empathy in fostering student engagement and support the integration of social-emotional learning strategies in elementary education settings.

Penerapan Model Pembelajaran Problem Based Learning Pada Mata Pelajaran PKN Kelas 4 di SDN 1 Jatimerta

Apriyani

This study aims to analyze the Problem Based Learning (PBL) learning model in student learning confidence in Civics Education (Civics) subjects in elementary schools. The background of this research is based on the low participation of students in the Civics learning process which tends to be passive. The method used is a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews with classroom teachers, observation of the learning process, and supporting documentation. The results showed that the application of PBL was able to encourage students to be actively involved in learning through group discussions, real problem solving, and presentation of work results. Students look more enthusiastic, critical, and show improvement in communication and collaboration skills. The application of PBL also provides space for students to develop higher order thinking skills needed in the 21st century. The conclusion of this study states that the PBL model is effective in increasing student learning activeness, especially in Civics subject. This research contributes to the development of innovative learning strategies that are relevant to be applied at the basic education level.

The Validity and Reliability of Social Responsibility Among Senior High School Students

Mar'atu Nafilah, Nasya Dinda Afrilla, Charmelia Nuraini

Implementasi Sistem IoT Berbasis ESP32 dalam Pembelajaran Vokasi untuk Green Cla

Ahmad Rizal Pramuja Dewa

Pengembangan Dashboard Monitoring Suhu Berbasis Laravel Untuk untuk Sistem IoT Menggunakan ESP32 Dan Broker MQTT

Ferdi Rahman Fortuna