Ratnawati

Intercultural Communicative Competence: Indonesian EFL Lecturers' Beliefs, Classroom Efforts, Problems, and Solutions.

Wed, 01 Oct 2025 00:00:00 GMT

Intercultural Communicative Competence: Indonesian EFL Lecturers' Beliefs, Classroom Efforts, Problems, and Solutions. Amalia, Suci Nugrah; Ratnawati, Ratnawati; Irawati, Rika; Virdyna, Nina Khayatul; Cahyono, Bambang Yudi The status of English as the world lingua franca calls for the integration of intercultural communicative competence (ICC) teaching in EFL classrooms. This research reports on Indonesian EFL lecturers’ beliefs about ICC, pedagogical and technological classroom efforts to improve students’ ICC, the encountered problems, and solutions in ICC teaching integration. The study employed the explanatory sequential mixed method in which quantitative data were obtained from 122 EFL lecturers throughout Indonesia using ICCBS online survey which was analyzed using descriptive statistics. The qualitative data were then collected from observation and interviews which were analyzed using interactive model analysis. The results showed that lecturers had high-level competence and positive beliefs in integrating ICC teaching into EFL classrooms. They also had used optimum pedagogical and technological efforts to integrate ICC into their classrooms. However, problems were still encountered by both lecturers and students in relation to challenges of multicultural issues, so some solutions and ICC-related teaching activities were required. Future studies might adapt various pedagogical and technological classroom practices to bring ICC into EFL classrooms at various levels of education. In addition, a longitudinal study needs to be conducted to explore factors interplaying in ICC. The status of English as the world lingua franca calls for the integration of intercultural communicative competence (ICC) teaching in EFL classrooms. This research reports on Indonesian EFL lecturers’ beliefs about ICC, pedagogical and technological classroom efforts to improve students’ ICC, the encountered problems, and solutions in ICC teaching integration. The study employed the explanatory sequential mixed method in which quantitative data were obtained from 122 EFL lecturers throughout Indonesia using ICCBS online survey which was analyzed using descriptive statistics. The qualitative data were then collected from observation and interviews which were analyzed using interactive model analysis. The results showed that lecturers had high-level competence and positive beliefs in integrating ICC teaching into EFL classrooms. They also had used optimum pedagogical and technological efforts to integrate ICC into their classrooms. However, problems were still encountered by both lecturers and students in relation to challenges of multicultural issues, so some solutions and ICC-related teaching activities were required. Future studies might adapt various pedagogical and technological classroom practices to bring ICC into EFL classrooms at various levels of education. In addition, a longitudinal study needs to be conducted to explore factors interplaying in ICC.

Students’ Perceptions of Artificial Intelligence Utilization in Online Self-Regulated Writing Activities to Enhance Learning Autonomy

Sat, 31 Jan 2026 00:00:00 GMT

Students’ Perceptions of Artificial Intelligence Utilization in Online Self-Regulated Writing Activities to Enhance Learning Autonomy Ratnawati, Ratnawati; Mukminatien, Nur; Basthomi, Yazid; Laksmi, Ekaning Dewanti The study investigates students' perceptions on the use of artificial intelligence (AI) in online Self-Regulated Writing Activities (SRWA) and the factors that influence students' practices of online SRWA in promoting their autonomy. The mixed-methods research design of this study incorporated quantitative surveys of 78 students learning English as a foreign or second language and qualitative interviews with six selected students using purposive sampling. The collected data from the questionnaires and semistructured interviews were analyzed using descriptive statistics and thematic analysis. The findings reveal that the students showed positive perceptions of using AI in online SRWA to enhance their autonomy, which was affected by three factors: learning mode, ecological dimension, and individual aspect. Students are motivated to continue developing time management skills and maintaining a community of learning to enhance AI effectiveness in online self-regulation learning framework The study investigates students' perceptions on the use of artificial intelligence (AI) in online Self-Regulated Writing Activities (SRWA) and the factors that influence students' practices of online SRWA in promoting their autonomy. The mixed-methods research design of this study incorporated quantitative surveys of 78 students learning English as a foreign or second language and qualitative interviews with six selected students using purposive sampling. The collected data from the questionnaires and semistructured interviews were analyzed using descriptive statistics and thematic analysis. The findings reveal that the students showed positive perceptions of using AI in online SRWA to enhance their autonomy, which was affected by three factors: learning mode, ecological dimension, and individual aspect. Students are motivated to continue developing time management skills and maintaining a community of learning to enhance AI effectiveness in online self-regulation learning framework

Turnitin Similarity: AI-enhanced peer collaboration in the digital writing classroom: A case from Indonesia

Tue, 21 Jul 2026 00:00:00 GMT

Turnitin Similarity: AI-enhanced peer collaboration in the digital writing classroom: A case from Indonesia Ratnawati, Ratnawati; Fitriyah, Fitriyah; Juanita, Juanita; Syafi'i, Moh Yhoyib

AI-enhanced peer collaboration in the digital writing classroom: A case from Indonesia

Sat, 01 Aug 2026 00:00:00 GMT

AI-enhanced peer collaboration in the digital writing classroom: A case from Indonesia Ratnawati, Ratnawati; Fitriyah, Fitriyah; Juitania, Juitania; Syafi’i, Moh. Thoyib Despite growing interest in peer collaboration and AI-assisted language learning, existing studies often examine these approaches in separate ways. This study responds to this gap by investigating the effectiveness of AI integration into peer collaborative practices in influencing students’ writing and their experiences in authentic digital writing classrooms. Students’ writing performance was examined after AI-enhanced peer collaboration, along with their experiences during the implementation of the digital writing classroom. Comparisons between utilisation in pair-structured writing collaboration and unstructured AI-enhanced peer collaboration practices were also measured. A mixed-methods study was employed, involving 30 undergraduate EFL students who participated in AI-structured peer collaboration throughout one semester, while another 30 students were assigned to unstructured strategy implementation. The quantitative data collected were analysed using the SPSS parametric test, and the qualitative data were analysed using thematic analysis. The results of the independent t-test and effect size tests revealed that students’ writing performance has notably improved (p<.005, d=2.27; large effect size). Students also expressed positive perspectives on AI-enhanced peer collaboration, indicating support from SEL, interactional process, and ecological perspectives. This study highlights the pedagogical value of integrating AI into EFL writing instruction to enhance students’ writing performance and collaborative skills.