Indonesian Journal of EFL and Linguistics

Rhetorical Moves and Linguistic Realization in Q1 Scopus-indexed Biochemistry Abstracts

2026-10-23T06:48:09+08:00

Abstracts play a critical role in academic dissemination, yet many novice non-native researchers struggle to align their writing with rigorous disciplinary conventions. Despite the existing research on abstract structures, there remains a lack of micro-level analysis that focuses on the specific genre characteristics and disciplinary conventions specifying the ideal realization model in Q1 biochemistry journals. This study employs a qualitative genre analysis that aims to assist researchers in communicating their research findings by outlining the rhetorical structure in biochemistry abstracts and revealing the linguistic characteristics commonly associated with specific informational moves. A corpus of 100 research article abstracts published in high-impact Q1 Scopus-indexed biochemistry journals, was gathered and analyzed according to Hyland’s (2000) five-move rhetorical model. To ensure accuracy, inter-rater reliability was established, achieving an initial agreement level of 87.35%. The subsequent analysis reveals that Move 4 (Results) is the most dominant (99%), reflecting the highly-results oriented conventions of the biochemistry discipline. Also, the study found that the researchers use “rhetorical compression” to meet strict word limits by embedded methodological details with result statements. These findings show the conventions of high-impact publishing. Ultimately, these results give novice researchers guideline on how to manage the limited space in abstracts while trying to achieving the results-oriented publication of reputable international journals.

Realization of Ideational Meaning through the System of Transitivity in Dialogue Texts in the Textbook Al-'Arabiyyah Bayna Yadayk Volume 1

2026-10-23T06:48:36+08:00

Dialogue (?iw?r) in Arabic textbooks not only serves as a medium for communication training but also represents human experience through linguistic choices. However, research on Al-?Arabiyyah Bayna Yadayk (ABY) has focused mainly on pedagogical aspects, while studies on the construction of experiential meaning in dialogue texts through linguistic systems remain limited. This study aims to describe and interpret the realization of ideational meaning through the transitivity system in ?iw?r texts in ABY Volume 1. Using a descriptive qualitative approach and content analysis, this study examined 71 clauses from six purposively selected dialogue texts in Volumes 1A and 1B. The analysis was based on three transitivity components in Systemic Functional Linguistics (SFL): processes, participants, and circumstances. The results showed that material processes were dominant (40 occurrences; 56.3%), followed by relational (25; 35.2%) and mental processes (6; 8.5%), while behavioral, verbal, and existential processes were absent. The dominance of material processes and Actor participants indicates that experiences in ?iw?r are primarily constructed through human activities, while the dominance of Location circumstances situates these experiences in everyday contexts. Relational processes represent identities, attributes, circumstances, and relationships, whereas mental processes represent internal experiences such as desires and perceptions. These findings demonstrate that ?iw?r in ABY functions not only as communication practice but also as a meaning-making resource representing actions, identities, circumstances, and inner experiences through lexicogrammatical choices. The study contributes to SFL-based Arabic linguistic research and offers pedagogical implications for developing communicative, contextual, and meaningful dialogue materials.

Written Feedback on Undergraduate EFL Theses in Indonesian Universities: Exploring Supervisors' Feedback Focus and Language Functions

2026-10-23T06:48:55+08:00

This study aimed to examine the focus and language functions of supervisors' written feedback on EFL undergraduate theses in three Indonesian universities. A convergent parallel mixed-methods design was employed, with quantitative and qualitative strands given equal priority and collected concurrently. Quantitative data comprised 417 written comments from six thesis drafts and questionnaire responses from 46 undergraduate students, while qualitative data were obtained through semi-structured interviews with three supervisors. Written comments were coded for feedback focus and language function, questionnaire responses were analyzed using descriptive statistics, and interview data were examined through qualitative content analysis. The two strands were integrated through side-by-side comparison and joint interpretation to identify areas of convergence and divergence. The findings showed that supervisors' written comments focused primarily on content knowledge (53.5%), followed by genre knowledge (32.8%) and linguistic accuracy and appropriateness (13.7%). Directive functions predominated (77.4%), particularly directive questions and instructions, whereas expressive functions accounted for 22.6%, with very limited praise. The integrated findings indicate that supervisors primarily used directive language to address higher-order content and genre concerns, while linguistic issues received comparatively less attention. The study highlights the importance of balancing explicit revision guidance with supportive evaluation in undergraduate EFL thesis supervision.

AI-Mediated Speaking Practice and EFL Anxiety: Linking Measured Change and Learner Experience

2026-10-23T06:49:16+08:00

AI-mediated speaking practice may provide possibilities for practice with less interpersonal pressure, yet speaking anxiety is still a persistent challenge in EFL learning. This quasi-experimental mixed-methods study examined whether additional AI-mediated speaking practice was associated with changes in speaking anxiety among Indonesian EFL students and explored students’ affective experiences during such practice. Forty-five students from two intact classes participated: 25 completed 24 additional AI-mediated speaking sessions over eight weeks, while 20 received regular speaking instruction. Speaking anxiety was measured before and after the intervention, with posttest scores analysed using ANCOVA controlling for pretest anxiety. Twelve experimental-group students were subsequently interviewed. Both groups showed small descriptive decreases in anxiety, but ANCOVA detected no between-group difference at posttest after controlling for baseline anxiety (p = .977, ?p² < .001). The qualitative data indicated three patterns of affective experience: (1) students reported lower social-evaluative pressure during AI-mediated speaking practice; (2) feedback became consequential to students due to learner uptake and repeated practice; and (3) although students reported increased confidence in their speaking abilities, this was not generalised over contexts. These experiences varied across participants and were affected by students’ remaining learning anxieties, variation in uptake of the AI, and varying degrees of technological frictions. Integrating the findings suggested complementarity rather than contradiction: positive affective experiences were reported during AI-mediated speaking practice, but between-group difference in speaking anxiety was not detectable. AI may offer a relatively low-pressure environment for speaking practice, but context specific comfort and confidence should not be taken as evidence of broader anxiety reduction.

Theme Types and Thematic Progression Analysis in Undergraduate EFL Students' Argumentative Texts

2026-10-23T06:49:41+08:00

This study examines how undergraduate students organize information in argumentative texts through Theme choices and thematic progression from a Systemic Functional Linguistics (SFL) perspective. The study employed a qualitative research design using qualitative content analysis to examine 20 argumentative texts obtained from a Paragraph Writing course in the even semester of 2025. The analysis was conducted using UAM CorpusTool as a supporting tool, while Theme types were analyzed based on Halliday and Matthiessen’s framework and thematic progression was examined following Bloor and Bloor’s framework. The findings revealed 346 Theme elements, consisting of topical Theme (63.01%), textual Theme (35.26%), and interpersonal Theme (1.73%). Topical Themes were mainly realized through nominal groups and were predominantly unmarked. The analysis identified 198 thematic relationships, including constant Theme (32.32%), linear Theme (28.79%), derived Theme (10.10%), and split Rheme (5.05%), alongside brand-new Themes (22.22%) and empty uses of “there” (1.52%). The findings suggest that students relied primarily on maintaining and developing established information through constant and linear progression, while the relatively frequent occurrence of brand-new Themes indicates challenges in maintaining thematic continuity when introducing new information.

A Descriptive Quantitative Analysis of Syntactic Errors in Students' English Writing Using Linguistic Category and Surface Strategy Taxonomies

2026-10-23T06:50:03+08:00

This study investigates the syntactic errors produced by eleventh-grade students at an English–Arabic immersive boarding school, Pondok Modern Arrisalah International Program, Indonesia. Grounded in Corder's (1973) Error Analysis framework, the study applies Dulay, Burt, and Krashen's (1982) Two-Tier Hybrid Taxonomy, combining the Linguistic Category Taxonomy and the Surface Strategy Taxonomy, to identify, classify, and quantify sentence-level syntactic errors. Using a quantitative descriptive design, thirty written compositions were collected from two intact classes selected through cluster random sampling and analyzed through document analysis. A total of 217 syntactic errors were identified and coded using a structured coding sheet, then analyzed descriptively (frequency and percentage) and cross-tabulated across the two taxonomic tiers. The findings show that Subject-Verb Agreement was the most frequent linguistic category (72 errors, 33.18%), followed by Determiners and Articles in Noun Phrases (40, 18.43%) and Prepositional Phrase Placement and Structural Complements (24, 11.06%). Concerning surface strategies, Misformation was predominant (112, 51.61%) followed by Omission (74, 34.10%). The cross-tabulation indicated Subject-Verb Agreement through Misformation as the most frequent occurrence (70 instances). These results suggest that intensive English-Arabic immersion does not ensure written grammatical accuracy and recommend subject-verb agreement, determiners, and form selection as areas of focus for instruction. The study provides an empirical, data-driven diagnostic framework for syntax focused writing instruction in multilingual immersive contexts.

The Use of Artificial Intelligence in Learning Writing of the Indonesian and Philippine Students

2026-10-23T06:50:25+08:00

The integration of technology, particularly artificial intelligence (AI), has transformed foreign and second language learning, including the teaching and learning of writing. AI-based tools can help students find references quickly, paraphrase sentences, translate texts, and check grammar and sentence structure. This study investigated the kinds of AI tools used by Indonesian English as a Foreign Language (EFL) students and Philippine English as a Second Language (ESL) students in learning writing, how they used these tools across the stages of the writing process, and the weaknesses and ethical issues they perceived. A descriptive qualitative design was employed. The participants were students of the English Education Department of Universitas Islam Negeri (UIN) Sultan Aji Muhammad Idris Samarinda, Indonesia, and seven students enrolled in English-related programs at Central Mindanao University, the Philippines. The data were collected through interviews, observation, and documentation, analyzed using the interactive model of Miles, Huberman, and Saldaña, and validated through triangulation. The findings showed that the Indonesian students used a wide range of tools, namely QuillBot, Grammarly, ChatGPT, DeepL, Perplexity AI, and Essay Writer, whereas the Philippine students relied mainly on ChatGPT, followed by Grammarly and Gemini. In both contexts, AI was used throughout the writing process, most intensively at the drafting stage and, among the Philippine students, also at the editing stage. The students acknowledged that AI sometimes produced inaccurate or overly general information and expressed concerns about dependency, while most Philippine students did not disclose their use of AI to their lecturers. These findings suggest that the students used AI selectively, according to their needs and abilities, and that clear institutional guidance on the responsible use of AI in writing is needed.

Gender and Academic Level Differences in Artificial Intelligence Usage for Academic Writing in Indonesian Higher Education

2026-10-31T17:10:22+08:00

The rapid spread of AI chatbots has begun to reshape how university students plan, draft, revise, and evaluate academic writing. Although recent studies have examined students’ perceptions of generative AI in higher education, less is known about how students in regional Indonesian universities understand and use these tools, particularly when viewed across gender, age, and academic level. This study investigated the perceptions and reported use of AI chatbots among 267 students from four universities in East Kalimantan. A mixed-method survey design was used. Quantitative responses were analyzed through descriptive statistics and Spearman’s rho correlation, while open-ended responses were coded to identify the AI tools students reported using for academic writing. The results show that AI use was widespread, with 94.76% of respondents indicating that they had used AI in academic writing. Students generally held positive views of AI chatbots, especially for improving writing effectiveness, language quality, and the revision process. At the same time, their responses revealed continuing ethical and pedagogical uncertainty, particularly around learning, authorship, and the boundary between assistance and cheating. Correlation analysis showed weak relationships between students’ perceptions and gender, age, or semester, suggesting that AI chatbot use was broadly shared across demographic groups. The study offers regional evidence from Indonesian higher education and underscores the need for clearer AI literacy instruction, responsible-use guidelines, and process-based academic writing pedagogy.

Optimizing SIM-Aril as A Smart Feedback Engine for Academic Writing in Open and Distance Learning

2026-10-31T18:45:37+08:00

Academic writing development in open and distance learning (ODL) environments remains challenging because students must independently regulate complex writing processes while receiving limited opportunities for continuous interaction and feedback. Existing digital learning platforms often emphasize assignment submission rather than supporting writing development as an iterative process involving planning, feedback utilization, reflection, and revision. This study aimed to develop and evaluate SIM-Aril as an online portfolio-based self-regulated feedback platform for supporting academic writing development in an ODL context. This study employed a Research and Development (R&D) design involving needs analysis, platform development, validation, implementation, and evaluation. Data were collected from 122 students and 38 tutors through self-regulated writing questionnaires, tutor competency questionnaires, expert evaluation, and qualitative responses. Quantitative data were analyzed using descriptive statistics, reliability analysis, correlation analysis, regression analysis, and exploratory factor analysis, while qualitative data were analyzed thematically. The findings demonstrate that SIM-Aril supported academic writing development through the integration of digital portfolio assessment, tutor scaffolding, and student self-regulated writing processes. Students demonstrated strong engagement in revision, feedback utilization, metacognitive monitoring, and other writing regulation activities. Tutor evaluation indicated that academic writing supervision represented an important component supporting SIM-Aril implementation. The integrated findings show that SIM-Aril functions not merely as a digital submission platform but as a self-regulated feedback ecosystem that connects learner autonomy, instructional support, and formative feedback. This study contributes theoretically by extending digital assessment research through a model that integrates individual self-regulation, socially shared regulation, and feedback literacy within technology-supported academic writing environments. Practically, the findings suggest that effective digital assessment in ODL should be designed to support learning processes rather than only evaluate final outcomes.