Jul 2026· Jomantara: Indonesian Journal of Art and Culture· Vol 6, pp. 159-170· 0 citations· 28 references
TL;DR
The study concludes that ChatGPT can effectively enhance grammar instruction when integrated within a structured pedagogical framework and contributes to the development of AI-assisted language learning models and offers practical implications for EFL practitioners and curriculum designers.
Abstract
This study addresses the growing integration of artificial intelligence in English as a Foreign Language (EFL) education, particularly in advanced grammar instruction where learners often face difficulties in mastering complex structures. It aims to examine how ChatGPT can support grammar learning based on established second language acquisition (SLA) theories and learners’ perceptions. The study employs a qualitative descriptive design supported by a small-scale survey involving undergraduate students. Data were collected through questionnaires and a systematic literature review and analyzed thematically. The findings reveal that ChatGPT provides significant pedagogical affordances, including immediate corrective feedback, promotion of learner autonomy, and contextualized language use. Students also reported positive perceptions regarding its usefulness and ease of use. These findings align with key frameworks such as the Interaction Hypothesis, Sociocultural Theory, and Focus on Form. The study concludes that ChatGPT can effectively enhance grammar instruction when integrated within a structured pedagogical framework. This research contributes to the development of AI-assisted language learning models and offers practical implications for EFL practitioners and curriculum designers. Keywords: ChatGPT; EFL Instruction; Grammar Learning; Language Pedagogy; Second Language Acquisition
English aspectual forms remain a significant challenge for EFL learners because their accurate use depends on the interaction of grammar, semantics, discourse context, and communicative purpose. In Uzbekistan, where English is primarily learned through formal classroom instruction and learners have limited exposure to authentic language use, mastering aspectual distinctions remains particularly difficult. This study investigates the challenges associated with learning the synergetic nature of English aspectual forms and evaluates the effectiveness of an innovative pedagogical approach designed to improve learners’ conceptual understanding and communicative use. The study is significant because it provides evidence-based insights that can inform grammar instruction, curriculum development, and teacher education in Uzbek EFL classrooms. A mixed-methods research design was employed. Quantitative data were collected from 60 undergraduate EFL teachers, who were assigned to experimental and control groups and completed pre- and post-tests measuring their understanding and use of English aspectual forms. Qualitative data were obtained through semi-structured interviews with six EFL instructors to explore instructional practices and perceptions of learner difficulties. Quantitative data were analyzed using descriptive and inferential statistics, while interview data were examined through thematic analysis. The findings indicate that learners experience persistent difficulties with progressive and perfect aspectual forms because of limited conceptual understanding, cross-linguistic interference, and challenges in linking grammatical rules to communicative contexts. Learners receiving the innovative instructional approach demonstrated greater improvement than those receiving conventional instruction. The findings support the integration of form, meaning, and context in grammar teaching and offer practical implications for EFL pedagogy in Uzbekistan.
Unknown authors· Arab World English Journal· 0 citations
Purpose – This literature review explores the integration of Artificial Intelligence (AI)-powered chatbots in English Language Teaching (ELT), focusing on their role in enhancing speaking skills among senior high school EFL students. It examines conversational AI tools such as ChatGPT, Duolingo Max, and AI English tutors, particularly their pedagogical affordances, challenges, and implications for communicative competence development.
Methodology – This review employs a thematic synthesis of recent empirical studies, theoretical models, and best practices related to AI-mediated speaking instruction to identify recurring findings and pedagogical implications.
Findings – Findings reveal that AI chatbots foster learner autonomy, reduce speaking anxiety, and provide personalized, interactive, and immersive language learning environments. They support fluency, accuracy, confidence, and motivation through accessible speaking practice. However, challenges include technological access, data privacy concerns, and teachers’ digital readiness.
Novelty – This study offers a focused synthesis of AI-powered chatbot applications for developing speaking skills among senior high school EFL students by integrating pedagogical benefits with Communicative Language Teaching (CLT), Sociocultural Theory, and Affective Filter perspectives.
Significance – This study highlights how chatbots provide personalized, accessible, and low-anxiety speaking practice while supporting language development and learner autonomy. It also provides practical implications for effective and ethical AI integration in ELT.
Ni Putu Ritra Trees Ari Kartika Hadi Saraswati, Rismayani Rismayani, A. Hananingsih· Journal of Literature Langua...· 0 citations
Task-Based Language Teaching (TBLT) has been widely known as a promising approach within Communicative Language Teaching (CLT), yet its implementation in English as a Foreign Language (EFL) settings frequently reveals a clear gap between theoretical ideals and classroom realities. This paper critically examines that gap, paying particular attention to how Long’s (1981) Interaction Hypothesis fares against the everyday constraints of managing instruction in Chinese middle schools. Drawing on empirical studies and key frameworks—including Krashen’s (1985) Input Hypothesis and Ellis’s (2003) work on task complexity—the analysis identifies a set of obstacles: teachers’ insufficient pedagogical preparation, students’ entrenched examination-oriented habits, and the logistical difficulties of fostering interaction in overcrowded classrooms. The tension between linguistic accuracy and communicative fluency is also addressed. Possible responses include differentiated task design, dynamic scaffolding, and strategic integration of Computer-Assisted Language Learning (CALL). The conclusion is that TBLT’s sustainability depends on pragmatic alignment with local socio-cultural conditions, not on wholesale replication of Western instructional models.
Shuming Qiu· Academic Journal of Educatio...· 0 citations
The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions.
N. Palani· International Journal of Cre...· 0 citations
The integration of generative artificial intelligence (AI) chatbots into English as a Foreign Language (EFL) instruction has generated increasing interest, particularly in relation to vocabulary learning and learner autonomy. However, empirical evidence on their impact on productive vocabulary development remains limited, especially in the EFL context in the Middle East. This study investigated the impact of a generative AI chatbot on Saudi EFL students' productive vocabulary development and learner autonomy. Employing a quasi-experimental one-group pretest–posttest design, data were collected from 30 undergraduate EFL learners over a four-week instructional intervention. Participants completed a productive vocabulary test before and after the intervention, and a learner autonomy questionnaire at the end of the study. Paired-samples t-test results revealed statistically significant improvement in the students’ productive vocabulary performance following the chatbot-supported intervention. Descriptive analysis of the questionnaire responses indicated generally positive perceptions of learner autonomy, particularly in goal setting, strategy use, self-monitoring, and responsibility for learning. The findings suggest that generative AI chatbots can serve as effective supplementary tools for enhancing productive vocabulary learning and fostering learner autonomy in EFL contexts. The study offers several pedagogical implications and directions for future research.
Abdulhameed A. Alhuwaydi· Journal of Language Teaching...· 0 citations
The research sought to explore the impact of using the asynchronous learning platform Lingua on the reading comprehension skills of English as a Foreign Language (EFL) students. This qualitative study involved 140 tenth-grade students from five senior high schools in Lampung Province, Indonesia. Data were collected through observation and questionnaires, with a descriptive analysis applied to interpret the information. The results demonstrated that students benefited from this approach, displaying proficiency in identifying main ideas, extracting explicit information, making inferences, discerning figurative and connotative meanings, and identifying implicit information. Moreover, Lingua not only enhanced the students’ reading comprehension but also contributed to their overall enjoyment, motivation, sense of proficiency, and confidence in this skill. The platform's provision of appropriate challenges and feedback further facilitated students' improvement, while exposure to diverse and knowledgeable content expanded their horizons and understanding. In response to the positive outcomes observed, educators and administrators may consider integrating Lingua into their asynchronous learning strategies for enhancing students’ EFL reading comprehension. This tool may support not only academic proficiency but also students' overall motivation and confidence in mastering essential reading skills.
S. Susanto, Deri Sis Nanda· Revista Electrónica de Inves...· 0 citations
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