The mediating role of social influence in ChatGPT-assisted English learning performance: A sociocultural analysis in Indonesian higher education

This article reports on the investigation of English‐medium instruction (EMI) in Indonesian higher education. Two separate but related studies were carried out. In Phase One, a mixed method approach using a questionnaire and interviews was used at a private university in Jakarta in order to gauge the responses of undergraduates studying a range of subjects through English. The results of Phase One suggested that the students at this university generally had high levels of proficiency in English and coped rather well with EMI. Phase Two of the study involved interviewing 17 educators across multiple institutions, and the results of this provided a nuanced picture of the implementation of EMI in higher education across this diverse multilingual nation.

Predictors and outcomes of early versus later English language proficiency among English language learners

Today, the quality of Philippine basic education is in question. The results of international assessments such as Programme for International Student Assessment (PISA) in 2018 and Trends in International Mathematics and Science Study (TIMSS) in 2019 show alarming performance of Filipino learners, especially in Science and Mathematics. This finding is confirmed by the recent result of the Department of Education’s Basic Education Exit Assessment (BEEA), revealing that the “senior high school students scored lowest in national assessment history.” With these findings, it is imperative to ask: How ready are the K-12 graduates in the Philippines? What are their English language proficiency and mathematics competency? Does good English language proficiency impact higher mathematics competency? This study basically examined the relationship between English language proficiency and mathematics competency of Filipino K-12 graduates (n=7,384) enrolled at Cagayan State University. It used secondary data from the result of the College Readiness Test (CRT) of the DARETO Project. Results revealed that the English language proficiency of the respondents is “satisfactory,” and their mathematics competency is “Fair.” Some personal and school- related profiles explain differentials in the respondents’ English language proficiency and mathematics competency. Finally, mathematics competency is impacted by the respondents’ English proficiency. K-12 graduates with higher English proficiency produce higher mathematics competency and vice versa. Thus, English proficiency is a good predictor of mathematics competency among K-12 students.

Sociocultural influences on the development of child language skills have been widely studied, but the majority of the research findings were generated in Northern contexts. The current crosslinguistic, multisite study is the first of its kind in South Africa, considering the influence of a range of individual and sociocultural factors on expressive vocabulary size of young children. Caregivers of toddlers aged 16 to 32 months acquiring Afrikaans (n = 110), isiXhosa (n = 115), South African English (n = 105), or Xitsonga (n = 98) as home language completed a family background questionnaire and the MacArthur-Bates Communicative Development Inventory (CDI) about their children. Based on a revised version of Bronfenbrenner’s (1977) ecological systems theory, information was obtained from the family background questionnaire on individual factors (the child’s age and sex), microsystem-related factors (the number of other children and number of adults in the child’s household, maternal level of education, and SES), and exosystem-related factors (home language and geographic area, namely rural or urban). All sociocultural and individual factors combined explained 25% of the variance in expressive vocabulary size. Partial correlations between these sociocultural factors and the toddlers’ expressive vocabulary scores on 10 semantic domains yielded important insights into the impact of geographic area on the nature and size of children’s expressive vocabulary. Unlike in previous studies, maternal level of education and SES did not play a significant role in predicting children’s expressive vocabulary scores. These results indicate that there exists an interplay of sociocultural and individual influences on vocabulary development that requires a more complex ecological model of language development to understand the interaction between various sociocultural factors in diverse contexts.

The swift rise of generative AI in higher education is transforming how students complete academic assignments. In Indonesia's higher education sector, where AI adoption is growing faster than formal guidance, understanding this transformation is particularly critical for safeguarding academic integrity and learning quality. This study seeks to (1) describe patterns of generative AI utilization, (2) explore student views and experiences, and (3) identify implications for higher education in Indonesia. The study employed an exploratory qualitative approach, involving 131 students from a university in Jakarta—encompassing undergraduate, master's, and doctorate programs—who composed reflective essays regarding their experiences with AI. Employing Saldaña's two-cycle coding method, three primary themes were identified: AI as an academic assistance tool, AI for academic skill development, and AI for learning effectiveness. Students predominantly used AI for rapid information retrieval and summarization, improving their academic writing (e.g., refining structure, clarity, and grammar), and supporting their study practices (e.g., generating practice quizzes and organizing study plans). Although AI provided enhanced efficiency and accessibility, apprehensions emerged regarding excessive dependence, diminished critical thinking, and ethical dilemmas pertaining to academic integrity. These findings underscore the significance of AI literacy initiatives to assist students in the responsible integration of AI tools while preserving cognitive engagement and originality. The study is confined to a single institution and depends on self-reported reflective essays, indicating the need for careful interpretation of the findings. As one of the first qualitative studies on this topic in Indonesia, this research addresses a critical empirical and policy gap by offering context-specific evidence on AI's educational role and by outlining a balanced integration pathway for Indonesian higher education institutions. Future research ought to investigate cross-institutional comparisons, the long-term effects of AI adoption, and educators' viewpoints regarding its function in academic settings.

Background: While a significant body of research has addressed teachers' evaluations of mainstream English speaking students, there is a dearth of such research focusing on immigrant adolescents. As many immigrant students are in the process of acquiring English language proficiency, evaluating and assigning grades to immigrant youth can pose particular challenges. Grades assigned for oral or written products may underestimate English language learners' knowledge, content skills or achievement. Conversely, relying excessively on effort or class behaviour rather than actual academic performance may inflate immigrant students' grades. Purpose: We examined the extent to which immigrant students' academic achievement indicated by grades is attributable to factors such as English language proficiency, course understanding, classroom behaviours and homework completion. We then examined whether the effect of homework completion on grades varied as a function of English proficiency. In addition, we examined the factors contributing to teachers' evaluation of immigrant students' level of course understanding. Lastly, we investigated whether the effect of homework completion on course understanding varied as a function of English proficiency. Sample: This study examined the final year (2002) data of the five-year Longitudinal Immigrant Student Adaptation (LISA) study. At the start of the original study, the participants were recently arrived immigrant youth (ages 9–14) from Central America (El Salvador, Guatemala, Honduras and Nicaragua), China, the Dominican Republic, Haiti and Mexico; they were recruited from seven public school districts in the USA in Massachusetts and California. The present study was a secondary analysis of a subset of final year LISA data, involving data from 273 students and 57 teachers. Methods: Using data collected through structured student interviews and behaviour checklists completed by teachers, we conducted hierarchical regression analyses to identify the factors that contributed significantly to immigrant students' grades and to their course understanding. Further regression analyses were conducted to determine whether English language proficiency was a moderating variable on immigrant students' grades and their level of understanding in a course. Results: There were four main findings. Firstly, the regression results indicated that homework completion and English language proficiency had significant impact on class grades. Secondly, the effect of homework completion on grades was not moderated by students' English proficiency. Thirdly, immigrant students' class behaviours, English proficiency and homework completion largely determined teacher evaluations of students' course understanding. Fourthly, the effect of homework completion on teacher evaluations of students' course understanding was moderated by English proficiency. For students with high English language proficiency, completing homework significantly affected teacher assessments of their course understanding. For students with low English language proficiency, however, completing homework had relatively little effect on teacher assessments of their course understanding. Conclusions: In this exploratory study, grades assigned to immigrant students were largely determined by whether they do their homework and their English language proficiency. Teacher evaluations of immigrant students' level of course understanding were largely determined by students' class behaviours, English language proficiency and homework completion. It is suggested that teachers distinguish between effort and skill and provide separate feedback for each of these dimensions during the process that newcomer immigrant students are concurrently acquiring academic skills while mastering a new language. However, further investigation is needed to determine the generalisability of findings to a larger immigrant youth population.

This study assessed students’ knowledge by looking at their learner autonomy in English language learning, the extent of language learning strategies and their English language proficiency. A descriptive method of research was used in this study. The respondents of this study were senior high school students of Magsaysay District during the second semester of the Academic Year 2022-2023. They were selected through a proportional random sampling technique. Several instruments were used by the researcher including the survey questionnaires about learner autonomy in English language learning, the extent of language learning strategies as well as the students’ English language proficiency. It was found that the senior high school students of Magsaysay District have a high level of learner autonomy in English language learning in terms of cognitive, affective motivational, action-oriented and social while moderate in terms of metacognitive. Senior high school students of Magsaysay District have a high level of language learning strategies in terms of compensation, social, metacognitive, cognitive, memory and affective. They have an average level of English language proficiency in terms of grammar, vocabulary and reading comprehension. Findings also showed that there is a significant relationship between learner autonomy in English language learning and language learning strategies, between language learning strategies and English language proficiency. However, learner autonomy in English language learning does not affect English language proficiency. Furthermore, results indicate that cognitive best predicts learning language strategy, as well as English language proficiency and cognitive strategy best predicts English language proficiency. In conclusion, the higher the learner autonomy in English language learning, the higher the extent of language learning strategies and the higher the extent of language learning strategies, the higher the English language proficiency.

For non-native English speaking (NNES) teachers, the most important professional duty beyond teaching their students is to develop their own foreign language proficiency (Medgyes, 2001). However, most in-service professional development activities tend to take NNES teachers’ English proficiency development for granted. The results of a nation- wide evaluation of the current teaching workforce in Vietnam during 2011-2012 identified in-service English as a foreign language (EFL) teachers’ low level of language proficiency as an inherent problem of English education in Vietnam. This thesis explores the perceptions of Vietnamese primary and secondary EFL teachers regarding their English proficiency and the level they consider as necessary for their teaching in comparison with the standard mandated by the Ministry of Education and Training (MOET). The thesis also investigates teachers’ attitudes towards English proficiency development, and the characteristics of their language practice. This research employed a mixed-methods design using a combination of a self-rated English language proficiency survey, semi-structured interviews, and narrative inquiry. The survey collected responses from 298 in-service EFL teachers participating in professional development courses in four provinces of Northern Vietnam. Forty-two teachers were then selected for the semi-structured interviews. Of these participants, five were chosen and then repeatedly interviewed using narrative-inquiry techniques over a ten-week period. The findings indicate that participants’ perceived English proficiency was significantly higher than both the level they perceived as required for their teaching practice and the English proficiency level mandated by MOET. Participants were found to have confidence to teach English mainly as a content-subject rather than as a means of communication, partly due to the powerful negative wash-back effects of high-stakes examinations. The study also documents how participants struggled to improve their English proficiency with limited and intermittent support. The research uncovers how participants’ English proficiency developments were shaped by their language learning history, personal circumstances, and various other institutional and socio-cultural factors. These factors are categorised into a model with three overlapping categories namely personal, institutional and socio-cultural challenges. The close interdependence of the three groups of challenges demands a holistic solution to the daunting task of improving EFL teachers’ English proficiency in Vietnam. Successful implementation of such an approach requires effort and collaboration between different forces at different levels, including the government, MOET, teacher training institutions, school administrators, and teachers themselves. The thesis concludes with some practical recommendations to help MOET and the educational reforms move in the right direction.

Technology acceptance models or theories are commonly used in studies aiming at predicting and explaining the individual behaviours towards the acceptance and usage of new technologies. This paper reports part of the findings from a doctoral research project which focused at analysing the acceptance and usage of open access within public universities in Tanzania. The study was guided by the Unified Theory of Technology Acceptance and Usage (UTAUT) model). The survey questionnaire targeted 544 respondents selected through stratified random sampling from a population of 1088 university researchers at six public universities in Tanzania. A response rate of 73 percent was achieved and the binary logistic regression statistics of the Statistical Package for Social Sciences (SPSS) was used for data analysis. The study findings suggest support for the application of the UTAUT model in studying the adoption of open access in a research environment. Among the findings, attitude, awareness, effort expectancy and performance expectancy were established as the key determinants for the researchers’ behavioural intentions of open access usage. Similarly, age, awareness, behavioural intention, facilitating conditions and social influence were found to significantly affect researchers’ actual usage of open access. These factors should therefore be taken into account in the planning and implementation of open access projects. A further validation of the open access research model in similar research institutions in Tanzania and elsewhere is recommended.

PurposeThe article aims examine an integrated model of the technology acceptance model (TAM), the unified theory of acceptance and use of technology (UTAUT) and DeLone and McLean information systems (D&M IS) success model to determine the effects of online learning readiness (OLR) on learners' online learning system (OLS) usage and their satisfaction. The authors also investigate the relationship between performance expectancy, effort expectancy, social influence and OLR of students. Moreover, this work examines the mediate role of learner satisfaction in the linking of OLS usage and performance in Vietnamese higher education.Design/methodology/approachA total of 558 valid questionnaires were collected from students at five large universities in Vietnam to test the fit of proposed model, measurement model and structural relationships between constructs by using partial least squares (PLS) path analytics.FindingsPerformance expectancy, effort expectancy and social influence have significant positive effects on OLR of students in online learning context. OLR has a positive impact on both learner satisfaction and OLS usage. The learner performance is significantly influenced by satisfaction while it is indirectly affected by OLS usage via satisfaction. In addition, OLS usage plays as a partial mediation variable in the relationship between OLR and satisfaction. The path model could explain 56% of variance of the learner performance.Research limitations/implicationsThis study has a few limitations. First, this study is cross-sectional, which allows the elaboration of correlations between variables but lacks confidence in causality exploration. Second, the self-reported data are inherently subjective, which might generate biased results in measuring learner performance.Practical implicationsThis research has implications for instructors and higher education organizations. The findings provide insights for instructors to manage efficiently the OLS adoption of students. Higher education organizations should understand and identify factors in terms of OLR, OLS usage, learner satisfaction and learner performance when OLSs are implemented in university. Performance expectancy, effort expectancy and social influence have been criticized for considering OLR.Originality/valueThis is the first empirical study to determine relationship between performance expectancy, effort expectancy, social influence, OLR, OLS usage, satisfaction and performance in the context of online learning environment in Vietnam.

The main objective of this study was to identify the perceptions of proficient English language users (PELU) and learners with limited English language proficiency (LELP) about the benefits of proficiency in English and the priorities they give to the benefits. The distinction between proficient English language users (PELU) and learners with limited English language proficiency (LELP) was made based on the scores obtained by first-year students for English in the university entrance examination and the results of English proficiency tests administered in the first semester to first-year students studying in the College of Social Sciences and Humanities at Arba Minch University. A qualitative approach was used and data were collected by means of semi-structured interviews with ten PELU and ten LELP learners who were purposively selected from top and low scorers respectively. The qualitative data were transcribed verbatim and coded and grouped into one theme and six sub-themes. Findings in the study show that PELU and LELP students reported six benefits of proficiency in English related to education, job opportunities, communication with the international community, knowledge of other cultures, entertainment, and accessing information. As far as priorities given about the benefits of proficiency in English was concerned, the study revealed that PELU learners tend to regard the job opportunities associated with a good command of English as an important benefit, while students with limited English language proficiency tend to regard the understanding of study material and passing of examinations as chief benefits associated with English proficiency. Keywords: English as a foreign language; Proficient English language users (PELU); Good learners, Limited English language proficiency (LELP); Poor learners.

Digital banking services include all the traditional banking services that are available 24/7 on mobile devices, computers, and compatible smart devices, without the need for a customer’s presence in the bank branches. However, the adoption of digital banking services is still low among Malaysians as compared to other nations. The purpose of this study is to examine the factors influencing the adoption of digital banking services among consumers in Perak, Malaysia. The study analyses the factors which consist of perceived usefulness, perceived ease of use, perceived risk, trust, and social influence. This study uses the Theory of Technology Acceptance Model, Extended Technology Acceptance Model, and Theory of Planned Behaviour to study the relationship between the independent variables and dependent variable. Additionally, the research’s data was collected through a questionnaire survey which was distributed by using the approach of purposive sampling. A total of 150 completed surveys collected from the consumers in Perak, Malaysia. Based on this study which highlighted that the two significant predictors of the consumers’ intention to adopt digital banking were perceived ease of use and perceived usefulness. This indicated that digital banking would be more likely to be adopted by the consumers when it satisfied their expectations in terms of user-friendly and beneficial whereas other variables namely perceived risk, trust, and social influence had less significant impact on the adoption of digital banking services. The implications of this study was that digital banking providers should prioritize digital banking’ usage and the benefits that consumers can gain to attract more adoption. As perceived risk, trust, and social influence were less influential, additional factors could be explored by the future researchers to be able to better understand what encourages the adoption of digital banking. Thus, new motivators could be unlocked which help in improving the adoption rate. The finding of this study can bring contribution to the field of digital banking research since there was limited studies on the intention to adopt digital banking services, specifically in Perak, Malaysia. Hence, it is advisable to conduct a comparison study in order to assess the adoption of digital banking services among consumers in Perak, Malaysia.

Author’s Introduction This Teaching and Learning Guide is intended to provide instructors of courses in Sociolinguistics some guidance in incorporating the topic of multilingualism in educational contexts into their syllabi. Although schools the world over are increasingly serving multilingual populations, awareness of this reality has not, in many cases, sifted through to public consciousness, and incorporation of this topic into the sociolinguistic curriculum is a crucial step in addressing this gap in awareness. The incidence of multilingualism in educational contexts has increased greatly in the last few decades in a number of critical ways. First, while multilingualism has long been the norm in educational settings in places such as India and some countries of Africa, widespread multilingualism has only recently begun to be seen as a factor in education in many parts of the Americas, Europe, and Asia. Second, in addition to there being more regions of the world that have multilingual populations of schoolchildren, the demographics of these populations are also changing. There are increasing numbers of middle class professionals moving to countries in which immigrants were previously overwhelmingly citizens of poor countries who came to work unskilled jobs. Third, not only have different patterns of immigration led to a broader range of regions and social groups becoming multilingual, but the ability to speak more than one language is increasingly seen as desirable for those who stay put. Bilingual education or intensive language study for the children of majority language populations is gaining popularity in Europe, the United States, and Asia. What this amounts to is that multilingualism in schools is becoming more common, and the situations in which it occurs are as varied as the languages involved. This article addresses the social issues of language ideologies and identity construction in this context. Key readings Caldas‐Coulthard, Carmnen Rosa and Amelia Maria Fernandes Alves. 2008. ‘Mongrel selves’: identity change, displacement and multi‐positioning. Identity trouble: critical discourses and contested identities , ed. by Carmen Rosa Caldas‐Coulthard and Rick Iedema, 120–42. New York, NY: Palgrave Macmillan. This article offers an important viewpoint about the idea of the ‘third space’ created by bicultural and bilingual speakers and immigrants in particular. The authors note that people in the ‘third space’ are positioned this way, by themselves and others, because they are often not viewed as full members of their adopted culture and as émigrés are seen as no longer belonging in their culture of origin. This is a highly relevant aspect of multilingualism in all contexts. Cummins, Jim. 2001. Negotiating identities: education for empowerment in a diverse society (2nd edition). Los Angeles, CA: California Association for Bilingual Education. Chapter 1: Identities and Empowerment. The lasting message of this chapter is that educators are not trapped within discriminatory frameworks, but have the power to shape their students’ experiences. This text is based on the idea (pervasive in the social sciences) that ideologies and identities are constructed, and that this theoretical position can be applied in classroom contexts to enact change in educational practices. De Meija, Anne‐Marie. 2002. Power, prestige and bilingualism: international perspectives on elite bilingual education . Chapter 4: Teaching and learning in elite bilingual classrooms . Clevedon: Multilingual Matters. De Meija provides a clear defense of the use of bilingual discourse in the classroom for both teachers and students. The position here flies in the face of the implicit position of ‘bilingualism through monolingualism’ which is often the philosophy in multilingual educational settings, that is, that languages should remain strictly separate and speakers should act like monolinguals in each language. De Meija endorses the use of two languages as a linguistic strategy for teaching and learning. Fitts, Shanan. 2006. Reconstructing the status quo: linguistic interaction in a dual‐language school. Bilingual Research Journal 29.337–65. This article addresses how language ideologies are tacit in institutional structure and how students and teachers conform to, and occasionally resist, the hegemony of normative monolingualism. For example, although the school is intended to create a bilingual student body, the children are at times asked to identify their (one) native language, and ‘bilingual’ becomes code for ‘Latino/a’. Further, bilingualism is assumed to be enacted by speaking one language at a time, thus negating the importance of mixed language speech in identity construction. Heller, Monica. 1999. Linguistic minorities and modernity: a sociolinguistic ethnography . Chapter 4: Being bilingual . New York, NY: Longman. This chapter of the ethnography of a French‐language school in Toronto, Ontario, discusses the linguistic behavior of different segments of the student population, vividly portraying the how the uses and statuses of English and different varieties of French are used by the students not just to construct their own social identities but to promote and resist specific language ideologies. Although proficiency in French is necessary to be successful, it is only a particular kind of French which gives a speaker access to cultural capital and academic success. Links http://www.unavarra.es/tel2l/eng/MBELinks.htm Tel2l stand for Teacher Education by Learning in 2 Languages, and this site includes an introduction to the basics of bilingual education as well as overviews of bilingual programs in the U.S.A., Canada, Germany, France, England, Wales, and Luxemburg. http://www.cal.org/index.html The Center for Applied Linguistics website with links to pages on English Language Learners, including but not limited to a page on two‐way immersion in the United States ( http://www.cal.org/jsp/TWI/SchoolListings.jsp ) http://eacea.ec.europa.eu/portal/page/portal/Eurydice This site is for ‘the information network about education in Europe’, and has links to various reports about education, including such things as ‘Integrating Immigrant Children Into Schools in Europe’ and ‘Content and Integrated Learning at Schools in Europe’ (this deals with teaching certain subjects in a foreign language, called Bilingualer Fachsachunterricht in German). http://www.thomasandcollier.com/index.htm This link provides access to research by Wayne Thomas and Virginia Collier on educational issues, including bilingual education, in the United States. http://www.id21.org/insights/insights‐ed05/insightsEdn5.pdf

Although building information modeling (BIM) has a promising future in the architecture, engineering and construction industry, its wider adoption and implementation is desired. Grounded with a technology-organization-environment (TOE) framework and the theory of technology acceptance model (TAM), this study extracted “social influence”, “organizational support”, “BIM technical features”, and “government BIM policies” as four key external antecedents—in reference to the particular BIM practices in China—and proposed a model to predict project owners’ BIM adoption behaviors. To test the proposed model, structural equation modeling (SEM) analysis was applied for configuration analyses on a sample of 188 project owners from the Chinese construction industry. Results show that BIM technical features, and government BIM policies have positive effects on perceived usefulness, but social influence and organizational support have no significant influence on perceived usefulness. Furthermore, both social influence and BIM technical features have positive effects on perceived ease of use, while organizational support and government BIM policies have no significant influence on perceived ease of use. Attitude plays a significant intermediary role among perceived usefulness, perceived ease of use and behavior intention. Additionally, attitude significantly affects behavior intention, and behavior intention can also affect BIM adoption behavior. This study is the first attempt to investigate project owners’ behaviors toward BIM adoption and the findings are expected to provide a better understanding of the essential elements of project owners’ BIM adoption behaviors and guide industry practitioners in developing proper strategies to achieve more effective BIM implementation.

PurposeThis study aimed to evaluate Algerian students' acceptance of blended learning (BL). It incorporated eight dimensions derived from the technology acceptance model (TAM) and unified theory of acceptance and use of technology (UTAUT) models and involved validating a research tool consisting of 32 items.Design/methodology/approachBlended learning (BL) in higher education (HE) not only makes education more flexible and accessible but also enhances the overall quality of learning through diverse methods, preparing students for future digital work environments (Zhang et al., 2022). This study aimed to evaluate Algerian students' acceptance of BL. It incorporated eight dimensions derived from the TAM and UTAUT models and involved validating a research tool consisting of 32 items. The final implementation was conducted with 549 undergraduate and master’s students aged between 19 and 33. The results indicated that performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC) had a positive direct effect on behavioral intentions (BI). Moreover, BI positively affected actual acceptance (AA). Additionally, there were positive and significant indirect effects of FC on AA through the mediating variables perceived usefulness (PU), social influence (SI) on AA through BI and perceived ease of use (PEU) on AA through PU. However, EE had no significant indirect effect on AA through PU. Furthermore, gender was a significant moderating variable between SI and AA. There was no significant effect of students' residence on the relationships between PEU and PU and PEU and BI. The study offers valuable insights into educational practices and policies, concluding with practical recommendations to enhance the academic environment, informed by these study outcomes.FindingsThis study finds that the students' place of residence did not significantly moderate the relationships involving PEU. This suggests a uniform perception of BL’s ease of use among students, irrespective of their residential backgrounds. This uniformity is essential for the implementation of BL across diverse regions in Algeria, indicating that a one-size-fits-all approach to BL design might be effective.Originality/valueResearchers measured the contribution of PU, PEU, PE, EE, SI, FC, BI, AA to know the direct and indirect effects among them, as well as the research populations. The questionnaire covered all the study variables, which were applied randomly at Batna 2 University.