Proceedings of the International Conference and Annual Business Meeting
Proceedings Summary: ICON-ABM APSPBI 2025 Theme: “Transforming English Language Education: Innovation, Inclusion, and Impact” Location: Bali, Indonesia The International Conference and Annual Business Meeting (ICON-ABM) of the APSPBI 2025 served as a global forum for educators, researchers, and policymakers to address the evolving landscape of English Language Education (ELE). The proceedings document a collective effort to redefine pedagogical boundaries, ensuring that language teaching remains relevant, equitable, and effective in a rapidly changing digital era. The ICON-ABM 2025 publication feature a diverse range of insightful and relevant scholarly contributions, organized under several key sub-themes: Technology and Innovation in English Language Education Teaching Inclusivity and Diversity in English Language Curriculum Measuring the Impact of English Language Education Language Education Policy and Its Implementation Professional Development for English Language Teachers The ICON-ABM 2025 publication, facilitated by this submission platform, is expected to be a valuable resource for professionals in the field of English language education, providing up-to-date insights, best practices, and future research directions to realize innovative, inclusive, and impactful English language education.
ENHANCING SPEAKING PROFICIENCY THROUGH TRANSLANGUAGING AND LANGUAGE APTITUDE IN JUNIOR HIGH SCHOOLS
As a pedagogical approach, translanguaging allows learners who are bilingual to make sense of their entire linguistic repertoire to improve academic performance and create meaning. Meanwhile, language learning aptitude is the capacity for thinking to pick up foreign language skills more quickly. In the framework of differentiated instruction in junior high schools, this study attempts to examine the concurrent effects of translanguaging practices and language learning aptitude on students' speaking proficiency. 60 eighth-grade students from three SMP Penggerak in Lombok, Indonesia, were chosen through stratified random sampling as part of the study's quantitative methodology. A speaking proficiency rubric and a validated questionnaire on translanguaging techniques and aptitude scales were used to gather data. Speaking proficiency is significantly and favourably influenced by both translanguaging and language learning ability, as shown by the statistical analysis using multiple linear regression (p < 0.05). 62% of the variation in students' speaking performance was explained by the simultaneous contribution of both variables. These results underline the significance of acknowledging individual differences in aptitude to maximise oral communication outcomes and support the incorporation of translanguaging strategies in speaking activities. It is determined that different types of instruction can greatly improve students' English speaking abilities when they are in line with their linguistic and cognitive profiles. It is advised that teachers use flexible language and create a variety of learning pathways based on the aptitude levels of their students to explore the interactions between these variables over more extended periods and in different classroom environments.
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UNVEILING PERCEPTUAL LEARNING STYLES: KINESTHETIC AND AUDITORY PREFERENCES ACROSS SEMESTERS IN ENGLISH EDUCATION
Adapting to the evolving needs of education in Indonesia, understanding students’ learning style preferences has become increasingly important in supporting effective language instruction. This study aimed to identify the predominant learning styles among students in the English Education Department at Universitas Muhammadiyah Sorong. Employing a quantitative survey design, data were collected from 114 students representing various semester levels using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The results revealed that kinesthetic, auditory, and tactile were the most preferred learning styles, with kinesthetic being the most dominant (mean = 41.74), followed by auditory (mean = 39.65), and tactile (mean = 38.04). These findings suggest that instructional strategies integrating physical activity and multisensory approaches may be most effective for students in this context. The study provides valuable insights for improving English language teaching by aligning methods with students’ natural learning preferences.
RELIGIOUS POLICY AND MULTICULTURAL INCLUSION: COMPARATIVE PERSPECTIVES FROM INDONESIA AND SINGAPORE IN SHAPING EDUCATIONAL TRANSFORMATION
This paper examines the management of religious policy and its implications for multicultural education in Indonesia and Singapore. Both nations, though geographically proximate, have developed different approaches in balancing religion, identity, and citizenship within their education systems. Indonesia, with its constitutional commitment to religious education across all recognized faiths, integrates religion into the national curriculum as a compulsory subject, emphasizing both spiritual values and character building. Singapore, by contrast, maintains a secular curriculum where religious education is absent from mainstream schooling, but promotes interfaith understanding through civic education, public initiatives, and institutions such as the Asian Civilisations Museum and the Centre for Interfaith Understanding. Drawing on interviews with interfaith leaders and document analysis of Indonesian religious textbooks and Singaporean educational resources, the study highlights how each country negotiates diversity, social cohesion, and global citizenship. The findings contribute to discussions on inclusive English language education, particularly in relation to the values of innovation, inclusion, and impact within multilingual and multicultural societies
THE STRATEGY IN TEACHING VOCABULARY THROUGH WORDWALL FOR ENGAGING YOUNG LEARNERS IN ENGLISH CLUB OF SD NEGERI 2 BARABAI TIMUR
this study aims to describe the vocabulary teaching strategy employed by instructors using Wordwall in the English Club at SDN 2 Barabai Timur and to analyze its classroom implementation and students' perceptions.
Measuring the Impact of English Language Education
ADAPTIVE DIGITAL LITERACY IN ENGLISH FOR BUSINESS COMMUNICATION: EMERGING TRENDS AND FUTURE DIRECTIONS IN AI-ENHANCED LANGUAGE LEARNING
This paper reports on the development of an adaptive English for Business Communication (EBC) module that integrates digital literacy and AI-supported learning. The study was carried out with undergraduate Economics students at Institut Turatea Indonesia, using the ADDIE design model. Data were collected through surveys, observations, and pre- and post-tests. Results show clear improvements in students’ business English skills, digital literacy, and confidence in online communication. Students also responded positively to the use of AI tools such as Grammarly and ChatGPT. The findings suggest that adaptive modules can make English learning more relevant to today’s digital business context, especially for students in resource-limited settings. Future work will consider scaling the module and exploring long-term impacts.
THE CORRELATION OF INSTAGRAM USAGE AND STUDENTS’ ENGLISH PROFICIENCY: SMAN 1 MARTAPURA FOR CLASS XII 1 AND 2
Instagram has always been popular among the youth and collectively, this creates a large community with various content from entertainment to education. This study aimed to examine whether students' Instagram usage could serve as a predictor of students' English proficiency at a high school in Martapura. This study employed a quantitative correlation research design to analyze the relationship between English proficiency through in grade 11 and their usage of Instagram through online survey questionnaire. The results of the Pearson correlation coefficient collected through IBM SPSS 27 showed that the students' use of Instagram was negatively correlated with their average daily Instagram usage (in daily hours), based on data from 31 participants in SMA Negeri 1 Martapura. Although, in the end, Instagram did not have a correlation with English proficiency, it can still function greatly as a learning tool when used properly. Therefore, by providing bilingual education and using social media applications properly of both English and Indonesian language and implementing English during childhood can not only improve their language capabilities but also broaden the use from communicating to creating international business opportunity.
INTERNATIONAL EXCHANGE STUDENTS’ EXPERIENCES AS PRE-SERVICE TEACHERS IN SEA-TEACHER PROGRAM
This study explores the multifaceted experiences of pre-service English teachers participating in the Southeast Asian Ministers of Education Organization (SEAMEO) SEA-Teacher program, an international practicum designed to foster pedagogical and intercultural competence. Amidst the growing internationalization of education, understanding the transformative impact of such immersive programs is crucial for developing globally competent educators. Employing a qualitative case study design, this research conducted in-depth interviews and document analysis with three participants from universities in Indonesia and the Philippines who completed their practicum in Indonesia, Vietnam, and the Philippines. Findings reveal a significant and consistent adaptation of pedagogical skills, with participants converging on student-centered, interactive, and communicative strategies as a necessary response to diverse educational contexts. The primary challenges identified notably language barriers and cultural differences in classroom dynamics functioned as powerful catalysts for professional growth rather than mere obstacles. Participants navigated these hurdles by employing adaptive communication techniques, seeking mentorship, and engaging in deep cultural immersion. This process cultivated enhanced intercultural competence, marked by a significant development in adaptability, patience, and cultural sensitivity. The study concludes that the SEA-Teacher program is a transformative experience, where the interplay of immersive challenges and active reflection forges resilient, empathetic, and culturally responsive future educators, affirming the profound value of international practicums in modern teacher education.
CULTURAL INTEGRATION IN ENGLISH LANGUAGE LEARNING MODELS FOR YOUNG LEARNERS TO ENHANCE STUDENT ENGAGEMENT: A SYSTEMATIC LITERATURE REVIEW
This study aims to develop a culturally integrated English for Young Learners (EYL) instructional model to enhance student engagement. The research is grounded in the limited number of studies explicitly addressing learner engagement within the EFL context, particularly in Indonesia, as well as the lack of cultural representation in instructional materials, which negatively impacts student involvement. A Systematic Literature Review (SLR) was employed, guided by the PRISMA 2020 framework. Data were collected from the Scopus database for the publication period 2020–2025, yielding an initial 874 articles, which were narrowed down to 53 based on predefined inclusion criteria. The synthesis reveals that student engagement is a multidimensional construct encompassing cognitive, affective, social, and cultural aspects. Key influencing factors include motivation, positive emotions (such as enjoyment and L2 pride), fulfilment of psychological needs (autonomy, competence, relatedness), teacher support, technological integration (e.g., flipped classrooms, game-based learning), and culturally responsive pedagogy. Cultural integration has been shown to enhance student engagement through relevant material representation, arts- and heritage-based activities, and teachers' cultural competence. The study concludes by underscoring the importance of designing a culturally grounded EYL model that prioritizes engagement as a primary learning outcome. It offers conceptual, methodological, and contextual contributions to the advancement of English language education for young learners in Indonesia and provides a foundation for future empirical testing of the proposed model in real classroom settings.
Student engagement, English for Young Learners (EYL), cultural integration, systematic literature review, culturally responsive pedagogy
INCLUSIVE ASSESSMENT PRACTICES USING VR AND AR TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING
This study explores the potential of Virtual Reality (VR) and Augmented Reality (AR) technologies to enhance inclusive assessment practices in English language learning. The primary objective was to identify how immersive and interactive environments can provide fairer and more flexible assessment opportunities for students with diverse learning needs and abilities. The research employed a qualitative review of recent literature combined with classroom-based trials of VR/AR applications, including simulated communicative tasks and AR-enhanced exercises. Data were gathered through teacher–student observations and feedback from learners with different educational needs. Findings indicate that VR simulations enable students to demonstrate communicative competence in authentic scenarios, such as ordering food or navigating travel situations, while AR tools support multimodal assessment by integrating pronunciation models, visual markers, and contextual vocabulary. These approaches proved particularly effective for students with dyslexia, autism spectrum conditions, or hearing impairments, as adaptive features such as subtitles, haptic signals, and customizable interfaces facilitated participation. Moreover, VR/AR assessments were found to reduce test-related anxiety, increase motivation, and encourage the use of real communication strategies rather than rote responses. The study highlights the significance of VR and AR in fostering inclusive, differentiated, and student-centered assessment in English language education. By aligning evaluation with real-life communicative tasks, these technologies not only promote equity but also strengthen learners’ confidence, motivation, and intercultural competence. The findings suggest that integrating VR/AR into assessment design holds considerable potential for the future of English language pedagogy
DEVELOPMENT OF STUDENTS' INTELLECTUAL THINKING THROUGH TEACHING PHILOSOPHICAL DISCIPLINES
The article analyzes the importance of philosophical disciplines in the system of higher education and their role in the development of students' intelligence. It is emphasized that philosophy, being the basis of humanitarian knowledge contributes to the formation of critical and analytical thinking, the development of the ability to logical argumentation and independent judgment. The theoretical and methodological basis of the study is considered, including the concepts of L.S. Vygotsky on the socio-cultural nature of intelligence, the ideas of J. Piaget on the stages of cognitive development as well as the views of K. Jaspers and M. Heidegger on philosophy as a practice of “studying thinking” and posing the ultimate questions of human existence. Particular attention is paid to the pedagogical conditions of teaching philosophical disciplines which allow for the most effective disclosure of their potential in the intellectual development of students: problem-oriented learning, interactive discussions, work with philosophical primary sources, the use of multimedia and digital technologies. It is noted that philosophy performs an interdisciplinary function, combining humanitarian, natural scientific and social knowledge, thereby developing flexibility of thinking, the ability to reflect and perform interdisciplinary analysis. The article substantiates the thesis that teaching philosophical disciplines is not only an important component of the educational process, but also one of the key factors in the formation of the intellectual maturity of the individual. It is concluded that philosophy in the higher education system should be considered not as an auxiliary course, but as a strategic tool for the formation of critical, creative and socially responsible intelligence which is in demand in the conditions of modern society and global challenges.
IMPLEMENTING THE IDEA OF ACHIEVING SUCCESS AMONG PHILOLOGY STUDENTS THROUGH GAME-BASED ACTIVITIES
In the modern educational process, the issue of developing a stable motivation for academic and professional activity among students is becoming increasingly relevant. One of the most effective tools for creating an atmosphere of cognitive engagement and involvement is game-based learning. This article explores the implementation of game-based technologies as a means of achieving success for philology students, who typically require enhanced development of communicative, interpretive, and analytical skills. Game-based activities not only facilitate the assimilation of academic material but also help create a positive emotional environment that directly influences knowledge perception and students' self-esteem. Particular attention is given to the role of games in fostering a sense of success, which becomes a key factor in increasing academic motivation and supporting students' personal growth. The study identifies the main pedagogical and psychological conditions for the effective use of game-based methods in the learning process, including role-playing games, quests, debates, and gamified assignments. The pedagogical experiment conducted demonstrated that the integration of game-based technologies contributes to higher levels of student engagement, improved communication skills, enhanced critical thinking, and the development of a stable sense of personal success. The results obtained confirm the feasibility of systematically using game-based methods in the training of future philologists and open up prospects for further research on the integration of game practices into higher education.
BLENDED LEARNING: COMBINING TRADITIONAL AND DIGITAL METHODS IN ELT
Blended learning, which integrates traditional face-to-face instruction with digital technologies, has become one of the most effective approaches in English Language Teaching (ELT). This research aimed to explore how blended learning supports student engagement, language proficiency, and learner autonomy in higher education. The study was conducted with undergraduate students at an English language institute, where conventional classroom activities were combined with online platforms such as Google Classroom, Quizlet, and Zoom. A mixed-method approach was employed, including surveys, classroom observations, and performance assessments. The findings revealed that students in the blended learning environment demonstrated significant improvement in speaking and writing skills compared to those taught only through traditional methods. Learners reported higher levels of motivation, active participation, and confidence when digital resources were integrated into their lessons. Teachers also observed greater flexibility, as students could review materials at their own pace and continue practice beyond classroom time. The results suggest that blended learning provides a balanced and student-centered model that combines the strengths of both traditional and technological methods. This approach not only enhances academic performance but also prepares learners for the demands of the digital era. The study concludes that blended learning should be widely adopted in ELT programs as an effective
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INTRINSIC MOTIVATION IN THE CLASSROOM: FOSTERING ENGAGEMENT AND LIFELONG LEARNING
Intrinsic motivation has been widely recognised as a central driver of student engagement and long-term academic success. This paper explores how intrinsic motivation can be fostered in the classroom to create meaningful learning experiences and to promote lifelong learning habits. Drawing on self-determination theory and contemporary research in educational psychology, the study highlights the importance of autonomy, competence, and relatedness in sustaining students’ natural curiosity and desire to learn. The discussion synthesises evidence from both theoretical and empirical perspectives, emphasising that classrooms which prioritise student choice, constructive feedback, and supportive teacher-student relationships are more likely to cultivate intrinsic motivation. Methodologically, the paper integrates findings from recent case studies, survey data, and classroom interventions that demonstrate effective strategies for enhancing engagement. Key results show that when intrinsic motivation is nurtured, students not only demonstrate improved academic performance but also develop resilience, creativity, and a sustained commitment to personal growth. The conclusions underline the urgent need for educators to move beyond extrinsic rewards and compliance-based approaches, advocating instead for learning environments that inspire self-driven inquiry and active participation. These findings have significant implications for pedagogical practice, teacher training, and curriculum design, ultimately reinforcing the role of intrinsic motivation as a cornerstone of effective education.
ADVANCED DIGITAL STRATEGIES FOR IMPROVING FOREIGN LANGUAGE SPECIALISTS IN SPEAKING PROFICIENCY
The growing demand for foreign language specialists in a globalized world highlights the need for effective speaking skills. Traditional language teaching methods often fail to provide the dynamic, real-time practice and personalized feedback necessary for mastering oral proficiency. This article explores the transformative role of digital technologies, such as AI-powered platforms, virtual reality (VR), gamification, and online collaborative tools, in addressing these challenges. These innovative solutions create immersive, interactive, and tailored learning experiences that foster fluency, accuracy, and confidence in speaking. Studies reveal significant improvements in learners' oral proficiency and motivation through digital tools, with additional benefits including reduced fear of mistakes and enhanced engagement. However, the integration of these technologies faces challenges, including accessibility, cost, and the need for teacher training. The article emphasizes that leveraging digital advancements is essential for overcoming traditional barriers and equipping language specialists with critical communication skills for a globalized world.
ENGLISH LANGUAGE LEARNING IN ISLAMIC SCHOOLS OF TERENGGANU AND EAST JAVA: BRIDGING EFL AND ESL PERSPECTIVES
This study explores students' perceptions of English language learning in Islamic schools in Terengganu, Malaysia, and East Java, Indonesia, focusing on how English is situated within EFL (English as a Foreign Language) and ESL (English as a Second Language) frameworks. Both regions represent Muslim-majority communities with strong religious schooling traditions, yet they differ in their national language policies, Malaysia's leaning toward ESL due to English's formal role in education, and Indonesia's maintenance of an EFL orientation. This research aims to investigate how these differing contexts shape students’ attitudes, motivation, and classroom experiences in English learning. The research involved 86 secondary students across 2 Islamic schools, one in Terengganu and one in East Java, who completed a structured perception-based questionnaire. The questionnaire assessed learners’ enjoyment of English, their motivation, preferences in instructional delivery, and perceptions of school support and teaching methods. The data were analyzed quantitatively using descriptive statistics and cross-regional comparison. Findings indicate that students in both regions generally exhibit a positive attitude toward learning English, particularly recognizing its global significance. However, Terengganu students reported higher engagement with interactive and multimedia-based learning, aligning with ESL environments that offer greater exposure. East Java students expressed stronger reliance on teacher explanation and reported limited facility support. These findings highlight the necessity of bridging ESL and EFL pedagogical strategies to foster more responsive English instruction in Islamic schools. The study underscores the importance of context-sensitive curriculum development that integrates communicative competence with religious-cultural values, contributing to more inclusive and effective English language education.
FOSTERING STUDENT ENGAGEMENT THROUGH DEEP LEARNING: STRATEGIES FROM VOCATIONAL ENGLISH TEACHERS
Student engagement plays a vital role in achieving meaningful learning, especially in vocational English classrooms where practical application is essential. Deep learning, which emphasizes critical thinking, relevance, and active participation, provides a promising pedagogical framework. However, research on how vocational English teachers perceive and apply deep learning principles remains limited. This qualitative study employed a phenomenological approach to explore how six vocational English teachers, three from SMK Negeri 1 Kandeman and three from SMK Muhammadiyah Bawang understand and implement strategies to foster student engagement through deep learning. Data were collected through semi-structured interviews and classroom observations, and analyzed thematically. The findings reveal that teachers perceive engagement as students’ active, emotional, and cognitive involvement in the learning process. Engagement was strongly associated with activities requiring real-world application, collaboration, critical thinking, and creativity. Teachers implemented project-based learning, group collaboration, student autonomy, and problem-solving tasks to support deep learning. Despite these efforts, they faced several challenges such as students’ limited English skills, large class sizes, and time constraints. Nevertheless, vocational relevance, student creativity, and technology integration emerged as key opportunities. The study contributes to a deeper understanding of how deep learning principles can be translated into practice in vocational settings. It highlights the need for adaptable strategies that consider both pedagogical goals and classroom realities.
HOW THE DOCTORAL STUDENTS NEGOTIATE MEANING WITH AI'S TOOLS? A CASE STUDY ON DOCTORAL STUDENTS' WRITING PEDAGOGY
The accelerating assimilations of Artificial Intelligence (AI) instruments within scholarly composition have unsettled established instructional practices, particularly within the doctoral context where mastery of advanced writing constitutes a core expectation. This investigation seeks to elucidate the manner in which doctoral candidates interact discursively with AI resources in the course of composing, attentive to the perceived affordances of AI for writing-related pedagogy. Corresponding to a single-case study schema, the inquiry documents recurrent exchanges between doctoral writers and AI composing utilities via rigorous qualitative interpretation. Purposive maximum-variation selection identified candidates from heterogeneous disciplines who habitually engage with applications including grammatical refinement, semantic rephrasing, and content-generation facilities. Empirical material originated from semi-structured interviews, concurrent think-aloud protocols, and comparative textual scrutiny of pre- and post-intervention drafts. Evidence demonstrates that AI instruments furnish pronounced assistance in grammatical precision and discursive coherence, yet respondents concurrently confront dilemmas pertaining to the safeguarding of academic integrity and to the cultivation of authentic scholarly voice. Consequently, the composing practise is reconstituted as a dialectical negotiation where writers assent to, adapt, or dismiss algorithmic recommendations. These observed manoeuvres yield substantial pedagogical implications for doctoral writing instruction within the contemporary AI-enhanced milieu. My examination articulates a structured pedagogical apparatus for embedding artificial intelligence resources within doctoral writing instruction. Central to the design is the postulate of maintaining an equilibrium between automated support and the deliberate orchestration of autonomous, critical analytical capacities. In consequence, the inquiry foregrounds the imperative of interrogating AI-mediated academic authorship
BRIDGING THE DIGITAL DIVIDE: INTEGRATING TECHNOLOGY INTO ENGLISH LANGUAGE EDUCATION IN RURAL AREA
This study explores the use of digital technology in English language education in three rural regions of South Sulawesi, Indonesia. The research addresses the persistent digital divide and investigates how infrastructure, teacher practices, student digital literacy, and community support interact to affect learning outcomes. Using a qualitative case study approach, data were collected through semi-structured interviews with three English teachers, focus group discussions with 75 students, classroom observations, and document analysis. Thematic analysis was employed to identify key patterns. Results indicate that inadequate infrastructure, including limited internet connectivity and device availability, significantly impedes digital instruction. Nonetheless, teachers showed strong agency and resilience, employing low-tech solutions such as mobile messaging, offline resources, and community-supported learning hubs. Students exhibited varying levels of digital literacy, with those more competent in digital tools showing higher motivation and engagement. Community involvement and institutional leadership played critical roles in enabling or constraining technology adoption. The study also found that professional development enhanced teachers' capacity to implement digital tools effectively. These findings suggest that bridging the digital divide requires holistic, context-sensitive strategies that incorporate infrastructure development, teacher training, and local stakeholder collaboration. This research contributes to the growing body of knowledge on educational technology in under-resourced settings and offers practical implications for policy and practice aimed at enhancing equitable access to English language education in rural areas.
REVISITING THE ROLE OF LITERATURE IN EFL INSTRUCTION: A CASE FOR LINGUISTIC AND AFFECTIVE DEVELOPMENT
This study revisits the role of literature in English as a Foreign Language (EFL) instruction and examines its impact on students’ linguistic and affective development. The main objective is to explore how literary texts—particularly short stories and poetry—can be used as pedagogical tools that support vocabulary acquisition, syntactic awareness, and also cultivate empathy, emotional intelligence, and cultural sensitivity. Using a descriptive-conceptual approach, this research synthesizes findings from key academic literature and reflective teaching practices. It assesses the dual impact of integrating literary texts into EFL classrooms: both linguistic enrichment and affective engagement. The analysis reveals that literature remains an underutilized yet powerful medium for fostering holistic language education. Moreover, the study critiques the limitations of purely skills-based or communicative language teaching methodologies that often neglect learners’ emotional and personal development. In conclusion, the study calls for a renewed emphasis on literary content in EFL pedagogy and advocates for its integration into mainstream English language curricula. The findings contribute to ongoing discussions on humanizing language education and reaffirm the educational value of literature as a resource for both cognitive and affective learning.
AN ANALYSIS OF TOURISM WORKERS' LANGUAGE GAPS BETWEEN VERBAL AND NON-VERBAL COMMUNICATION AT TOURISM DESTINATIONS IN MAKASSAR CITY
This study investigated the language gaps between verbal and non-verbal communication among tourism workers at two major tourist destinations in Makassar City: Samalona Island and Fort Rotterdam. The primary aim is to analyze the characteristics and aims to examine how these workers perceive and handle communication challenges. Using a qualitative method, the data was collected through unstructured interviews and field notes observations involving 6 tourism workers at each site. The findings reveal that language gaps frequently occur due to limited English proficiency, unclear expressions, and inconsistencies between verbal language and non-verbal cues such as gestures, facial expressions, and body movements. These mismatches often lead to miscommunication, confusion, or reduced tourist satisfaction, especially in cross-cultural interactions. The study also found that many tourism workers are unaware of how cultural differences influence the interpretation of body language and spoken messages. Therefore, this research highlights the importance of enhancing non-verbal awareness, cross-cultural sensitivity, and communication competence through targeted and continuous training. Such improvements are essential to ensure effective interaction, better tourist experiences, and professional growth within the tourism sector.
AIM-DEL MODEL: INTEGRATING ARTIFICIAL INTELLIGENCE TO FOSTER METACOGNITIVE AWARENESS AND LITERACYIN EFL CLASSROOM
In an era marked by rapid technological advancement and shifting educational demands, conventional language teaching methods in English as a Foreign Language (EFL) classroom often fall short in nurturing metacognitive awareness and literacy skills. As Artificial Intelligence (AI) tools become increasingly accessible and used, their potential to reshape English language teaching becomes relevant and necessary. The integration of AI into EFL classroom presents new opportunities to enhance students' metacognitive awareness and literacy skills. This study aims to explore how AI can be pedagogically embedded into EFL classrooms through a model that combines current learning atmosphere, such as mindful, meaningful, joyful, and deep learning. The study was grounded in EFL classroom-oriented inquiry and perception-based data from EFL pre-service teachers. The research results propose a structures model, namely AIM-DeL (Artificial Intelligence-Integrated Metacognitive Deep Learning) Model. This model can be a cognitive and metacognitive support system which aligns with future goals in the AI era. The model is designed to foster students' ability to plan, monitor, and evaluate their learning while developing English skills. This study is expected to contribute to current discussions on how AI can be ethically and effectively integrated into English language teaching practices. The AIM-DeL model offers practical implications for the EFL pre-service teachers aiming to implement deep learning approach through AI-supported pedagogical practices.
THE USE OF DEEP LEARNING IN ENHANCING STUDENTS’ WRITING ABILITY: A LITERATURE REVIEW
Effective English writing is a prospective skill that students of all levels must acquire. This skill is the final language skill to be acquired and the most challenging to develop due to the fact that it requires the simultaneous, clear, and effective control of numerous components, including the organization of thoughts in a logical order, the selection of appropriate words, the adherence to grammar rules, and the use of spelling and punctuation while writing. Deep learning approaches are investigated in this study as a prospective alternative for improving students' writing abilities. 15 articles were systematically analysed in the study, which were selected from Scopus, Web of Science, ERIC, and SINTA. The research revealed that the methods of teaching writing varied based on the educational level, with the use of educational technologies ranging. This implied that the efficacy of technology-supported writing processes is contingent upon the cognitive development of students. Teachers are anticipated to possess a comprehensive understanding of the efficacy of deep learning in improving the writing skills of students.
THE POTENTIAL DEVELOPMENT: STUDENTS’ SELF-CONFIDENCE IN ENGLISH COMMUNICATION AT THE EMPHATY STAGE OF THE DESIGN THINKING METHOD
This study examines the impact of the Empathy stage in the Design Thinking method on students’ self-confidence in English communication, particularly during real-life interactions with foreign tourists in the Thematic Community Service Program (KKN Tematik) in Tana Toraja. Employing a Convergent Parallel Mixed-Methods Design, the research involved students from the English Education Departments of Universitas Muhammadiyah Makassar and UKI Toraja. Quantitative data were gathered using the Rosenberg Self-Esteem Scale (RSE) and the Personal Report of Communication Apprehension (PRCA-24), while qualitative insights were obtained through semi-structured interviews. The results reveal a significant inverse relationship between students’ self-confidence and communication apprehension. Furthermore, participants reported that the empathy-based activities, such as observing and interviewing foreign tourists, contributed meaningfully to their confidence development, vocabulary growth, and reduction of anxiety during English conversations. These findings suggest that the Empathy stage of Design Thinking offers a valuable experiential learning framework that enhances students' linguistic competence and psychological readiness for authentic communication. The study underscores the importance of integrating context-based and interactive strategies into English language teaching at the university level.
ESP FOR GROUND STAFF TRAINING: NEEDS ANALYSIS AND MATERIAL DEVELOPMENT
This study explores the specific English language needs of ground staff trainees in the aviation sector and develops ESP (English for Specific Purposes) materials that address those needs. Using a qualitative design, data were collected through interviews with aviation English instructors, and observations of airport service operations. The needs analysis revealed essential language competencies such as check-in procedures, boarding announcements, baggage-related communication, and handling passenger complaints. Based on the findings, a series of communicative, task-based learning materials was developed following the principles of Communicative Language Teaching (CLT). These materials are designed to simulate real-world interactions and strengthen trainees’ ability to communicate effectively in professional settings. Importantly, the study emphasizes that equipping ground staff with targeted English communication skills not only enhances service quality but also contributes to improving safety and security in aviation. Feedback from a preliminary implementation indicated increased learner engagement and better preparedness for workplace communication. The results underscore the need for industry-aligned ESP instruction in vocational programs to support both operational efficiency and aviation safety standards.
VISUALIZING IDEAS: THE ROLE OF MIND MAPPING IN ENHANCING WRITING SKILLS IN ELT CONTEXTS
This study investigates the use of mind mapping as an instructional tool to enhance university students’ writing skills in English Language Teaching (ELT). Writing in a second language often presents challenges such as lack of organization, limited vocabulary, and difficulty in generating ideas. Mind mapping, as a visual and cognitive strategy, supports students in planning and structuring their writing more effectively. The research focuses on how mind mapping can assist in the pre-writing stage, helping students to brainstorm, categorize, and connect ideas logically before composing their texts. Data were collected through classroom observations, writing assessments, and student reflections at a university-level writing course. The results reveal that students who utilized mind maps demonstrated improved coherence and cohesion in their essays, greater confidence in expressing ideas, and a clearer understanding of paragraph and essay structure. Moreover, the use of mind maps was found to promote learner autonomy and critical thinking. The study concludes that integrating mind mapping into academic writing instruction at the tertiary level can be a valuable approach to improving the quality of students’ written outputs in ELT contexts.
NEED ANALYSIS ON DEVELOPING MATERIAL OF PARAGRAPH WRITING BASED ON EGRA TECHNIQUE
Needs analysis is considered a vital component in designing a language course. Needs analysis is a method for collecting data about learners’ needs in order to inform the planning and development of language. This study attempts to explore the target needs and the learning needs related to the material used in the Paragraph Writing subject. This research was conducted with the second semester students of English Department at Universitas Muhammadiyah Makassar during 2018/ 2019 academic years. The respondents were the fourth semester EFL paragraph writing enrolled in the Paragraph Writing course. There was only one instrument used to gather the data namely questionnaire. The findings revealed that students needed to mastery of paragraph writing and the need of more practiced of their writing activity. They emphasized the need of grammar and vocabulary to structure organization paragraph and choose appropriate words in writing English. Students also expressed a desire for small group discussion with more examples in during writing process in the class; Therefore, it is recommended that internet-based materials be used to develop EFL paragraph writing materials. These materials should include well integrated of resources available on the web.
THEORIZING APPROPRIATE POLITENESS PATTERN IN THE SELECTED ACADEMIC SETTING
Since human communicates with each other through language, communication becomes a crucial part of human life. Therefore, it is essential for people to understand both the grammatical and cultural rules of the language they are using to avoid miscommunication. However, research shows that unsuccessful communication frequently occurs between lecturers and students in academic context. This study was conducted to generate a grounded theory of appropriate politeness pattern to be followed by both lecturers and students in communication. Seven lecturers from different social and educational background, along with their students, were observed and interviewed to obtain the relevant data. Qualitative data analysis was performed using grounded theory methods. The findings formulate an appropriate politeness pattern agreed upon by both lecturers and students in academic communication, referred to as “compromised politeness pattern”. This pattern consists of four principles: academism, simplicity, responsiveness, and considerateness. Lecturers and students confirmed that this pattern met their expectations for communication standards in an academic context. Therefore, this pattern was expected to serve as a general guideline for lecturer-student interactions to achieve successful communication and, ultimately, to avoid miscommunication and offense, particularly in academic setting.