ELTR Journal

AI FOR IELTS WRITING PREPARATION

Erina Andriani — 2025-07-28

Generative AI (GAI) tools, such as ChatGPT, are increasingly used as accessible, fast, and consistent alternatives for language proficiency exam preparation, especially for writing tasks. While GAI tools are seen as efficient in providing feedback, little research explored their role in generating answer mockups for IELTS writing tasks and evaluating the mockups they create. This study investigated the use of ChatGPT for IELTS General Training Writing Task 1 preparation by addressing these research questions: “How did ChatGPT generate answer mockups for IELTS General Training Writing Task 1?” and “How did ChatGPT evaluate the answer mockups it created?” This research used qualitative content analysis, analyzing 15 mockups generated for five IELTS writing prompts across score bands 6, 7, and 8. The findings showed that ChatGPT could generate mockups by adhering to IELTS task prompts and criteria in most cases. ChatGPT could also provide detailed evaluations and scores for each writing criterion. However, discrepancies between the generated mockups' scores and the evaluation scores raise questions about the consistency and accuracy of the assessments. The implications of this study are for ChatGPT as a more accessible option for IELTS preparation and as an evaluation on GAI tools’ responses for future development.

THE MERITORIOUS LEARNING REWARDS PROMOTED BY CHATGPT IN ACADEMIC WRITING CLASSROOM CONTEXTS

Kristian Wijaya — 2025-07-28

Abstract

One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers.

NON-ENGLISH MAJOR STUDENTS’ INSIGHTS ON TEACHER SUPPORT IN EFL CLASSROOMS

Heri Mudra — 2025-07-29

Teacher support (henceforth TS) in EFL classrooms emerges as psychological empowerment for non-English major students (henceforth NEMS) even though not all EFL teachers are aware with such communicative interaction. Grounded from the rationale, this current study investigated how the EFL teachers contributed to English skill development of students who did not engage with English majors. With a total of 279 students from various majors voluntarily participated in an online survey, ensuring that they selected appropriate perceptions. The findings disclosed that the EFL teachers had both positive and negative contributions towards NEMS English learning experiences. However, such imbalanced supports seemed to be randomly performed by different teachers in different contexts, meaning that similar EFL teachers treated students’ English learning differently when they were influenced by other factors, such as students’ difficulty level or teacher competence. In short, it is believed that TS leads to NEMS positive attitude and understanding towards English skills. A recommendation is highly expected to configure how every EFL teacher determines academic or social support for all NEMS in the current and future EFL classrooms.

ADOLESCENT STUDENTS’ EXPERIENCE AND PERCEIVED PARENTAL SUPPORT IN INFORMAL DIGITAL ENGLISH LEARNING

Taufik Akbar Azwar — 2025-07-29

The study has contributed to filling the gap in the literature by exploring the perceived parental support in informal digital English learning. Few earlier studies have addressed the parental support issue within informal digital English learning contexts. This study thus aimed to find out students’ lived experiences and their perceived parental support towards their informal digital English learning activities. To this end, a narrative inquiry study design was employed. Two adolescent students who had been engaging in informal digital English learning from an early age were recruited in this study. The findings of this study reveal that the students perceived informal digital English learning as a great tool to self-develop their English language. In addition, learning enjoyment contributed to their digital English learning practices. Four types of parental support were identified. Information, material, autonomy, and emotional support from their parents shape their informal digital English learning activities. This study thus suggests that there needs to be a collaboration between parents and teachers to promote informal digital English learning. Proper policies and guidelines are still required to help parents effectively support their children in informal digital English learning activities.

STUDENTS’ PERCEPTIONS OF USING NUMBERED HEAD TOGETHER (NHT) LEARNING MODEL TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENTS

Dewinta Dwi Kusuma — 2025-07-31

This article investigated students' perceptions after implementing the NHT learning model and the effectiveness of the NHT Learning model in improving students' speaking skills. This study used a qualitative method. Data were collected using a questionnaire containing 11 questions. The data source in this research is class X, totaling 40 students for the 2022/2023 academic year. To analyze the data, a qualitative descriptive method was used. The results show that the majority of students consider the NHT learning model to be fun, easy to use, and effective in improving speaking skills, self-confidence, and vocabulary. Student activities increased during teaching sessions, which shows that most students were involved and enthusiastic in learning. learning process. The Numbered Head Together (NHT) technique was proven to improve speaking skills and increase student achievements. NHT improved students’ speaking skills, self-confidence, and vocabulary, as well as facilitating group discussion and conveying thoughts.

PROCESS AND PRACTICE OF ACADEMIC WRITING AT TANZANIAN HIGHER LEARNING INSTITUTION

Bariki Johanson Urassa — 2025-07-31

This study investigated students’ perceptions of academic writing in higher learning institutions: process and practices with a mixed-methods approach to explore how students in higher learning institutions perceive academic writing, their writing process, and practices that they underwent to achieve the literacies at the higher learning context. The research combined quantitative data from surveys to capture trends in students’ perceptions of the writing process and practices, qualitative data from focus group interviews and documentaries from bachelor students at the Institute of Finance Management in Tanzania. The academic literacy framework informed the design and interpretation of both datasets, emphasizing how students’ writing practices were linked to broader issues of power, identity, and access within academic settings. The findings showed students processed and practiced writing with challenges in plagiarism, citation and referencing awareness, lack of constructive writing feedback from lecturers, and mechanics issues in writing that result in producing texts below the required standards. Results further revealed that access to online materials and more practice in real writing as the factors that can support improving academic writing. At the same time, the English language background was the main factor that hindered academic writing practices.