Lexical bundles are essential for creating coherent academic writing and for forming high-quality research articles. Researchers have previously examined lexical bundles in a number of academic fields and sections. However, there is a lack of investigation on cross-disciplinary comparisons in research article abstracts. Thus, this study seeks to examine the utilization of lexical bundles (LBs) in abstracts across disciplines. The analysis used a corpus-based study design to investigate the frequency, structural patterns, and function distributions of lexical bundles in abstracts across disciplines categorized as soft sciences (Linguistics, ELT, Psychology) and hard sciences (Electronic Engineering, Medicine, Biochemistry). To guarantee the representativeness of high-impact research articles, 180 abstracts of research articles, 30 from each discipline were chosen from high-citation Scopus-indexed journals. A descriptive quantitative approach was employed within Biber's (2004) structural taxonomy and Hyland's (2008b) functional classification, along with other categories to provide comprehensive understanding of LBs manifestations. The results indicate significant disciplinary commonalities in LB usage albeit numerous noticeable variations. A bias for phrasal over clausal constructs was observed in the structural use of bundles in both the Hard and Soft Sciences, with noun phrase-based bundles being the most prevalent. In terms of functionality, research-oriented bundles predominated in both domains, with Soft Sciences preferring description bundles and Hard Sciences stressing topic bundles. This study sheds light on disciplinary conventions in abstract writing and emphasizes the significance of understanding the structural and functional differences in LBs in cross-disciplinary engagement and effective academic communication.

Many ELT students in asynchronous e-learning may experience burnout despite having adequate technological skills. Understanding how computer self-efficacy (CSE) relates to burnout is therefore essential to support their well-being. The study aimed to investigate the correlation between CSE and learning burnout and to examine whether CSE predicts burnout among ELT students in an Open and Distance Learning (ODL) university. Using a correlational–predictive design, data from 38 students were analyzed through Pearson correlation and simple linear regression. Results showed varied CSE levels: basic computer skills ranked highest, followed by media-related skills, while web-based skills were lowest. Students appeared more confident with basic functions than with online or media tools. Exhaustion emerged as the strongest burnout symptom. A significant positive correlation was found between CSE and learning burnout (r = 0.370, p = 0.022), and regression analysis showed that CSE significantly predicted burnout (F = 5.709, p = 0.022), accounting for 13.7% of the variance. Each unit increase in CSE corresponded to a 0.480-unit rise in burnout. These results challenge the assumption that higher technological competence always reduces burnout. Instead, students with stronger CSE may over-engage with digital tools, increasing exhaustion. The findings highlight the need for balanced technology use and thoughtful e-learning design to protect students’ well-being.

In travelling videos, people tend to do code-switching, yet there is limited study to examine code-switching in YouTube during travelling time. This study focused on filling in the gap by analysing code-switching by young and famous Indonesian YouTubers in travel content videos. Five informants through purposive sampling were chosen, and we employed a descriptive qualitative method, drawing on the frameworks of Gumperz and Hoffmann. The results revealed that famous Indonesian YouTubers utilised four code-switching types: inter-sentential switching, intra-sentential switching, tag-switching and determining consistency with the previous speaker. Intra-sentential Switching was the most popular code-switching strategy among YouTubers, and it indicates the utility in ordinary communication and to interact daily. However, consistency with the previous speaker was the least to be determined, signifying that YouTubers like to proceed to new topics during vlogging rather than repeating the words of earlier speakers. This study also discovered five code-switching functions: reiteration, interjection, addressee specification, message qualification, and personalization vs objectification. YouTubers mostly used interjections in English tags to strengthen sentences so viewers may remember the vlogging content easily. The quotation function has never been found denoting Youtubers' limited schemata for relating content to scientific knowledge. Further studies are encouraged to explain the phenomenon of CS in other social media and compare senior YouTubers with young YouTubers in vlogging or podcasting.

The swift advancement of Artificial Intelligence (AI) presents novel prospects for improving English Language Teaching (ELT) curriculum design. Although AI has been extensively researched in high-resource environments, there is a paucity of studies addressing its implementation in areas with infrastructural and training deficiencies, such as South Sulawesi, Indonesia. This study sought to examine stakeholders' awareness of AI, their views on its advantages and obstacles, and its prospective function in the creation of ELT curricula. Utilizing a mixed-methods approach, data were gathered from 178 individuals (100 students, 60 teachers, and 18 administrators) via structured questionnaires and semi-structured interviews. Quantitative data were examined by descriptive and correlational statistics, whereas qualitative data were subjected to theme analysis. Results demonstrate a moderate overall awareness of AI, accompanied by a robust acknowledgment of its promise for individualized learning, engagement, and adaptive content delivery. Nonetheless, obstacles such as inadequate teacher training, poor infrastructure, and low digital preparedness continue to exist. Correlation research indicated a substantial positive association between AI familiarity and perceived advantages. The report advocates for focused professional development, strategic resource allocation, and the incorporation of AI competencies into national curriculum frameworks. These findings advance AI-in-education research by providing context-specific insights for the implementation of AI-enhanced English language teaching curricula in resource-diverse environments.

Self-regulation constitutes students’ ability to maintain and manage their efforts to attain specific goals, significantly influencing motivation for thesis writing. Whereas motivation-regulation strategies are correlated with completion rates, a significant gap remains in measuring differences across gender in their use among undergraduate students. Therefore, this study employed a mixed-method study to discover motivation-regulation strategies across gender perspectives and how they used strategies in writing their thesis. The participants of this study were 30 male and 30 female undergraduate students of English Education at Sanata Dharma University, Yogyakarta. This study utilized a closed-ended questionnaire on motivation-regulation strategies and a semi-structured interview to gather the data. The first finding revealed that the undergraduate students were conscious of motivation-regulation strategies: self-consequences, avoidance goals, approach goals, situational interest, and environmental strategy. Further, the second finding indicated a significant difference between female and male students using motivation-regulation strategies at .000 with p < .05. The results implied that gender perspectives affect the students using the motivation-regulation strategies.

This study aims to analyze the level of speaking anxiety and factors causing it, as well as solutions based on students' perspectives at each level of anxiety. Using a mixed-methods research design with an explanatory sequential approach, quantitative data were collected through the Foreign Language Speaking Anxiety Questionnaire (FLSAQ) from 288 English Language Education students in batches of 2022, 2023, and 2024 at a public university in Palangka Raya. In-depth interviews, students were selected based on FLSAQ scores to represent high, medium, and low anxiety levels. Quantitative results showed that the majority of students were at a moderate level of anxiety (56.8%), while 18.3% showed high anxiety and 24.9% low. The results also showed that there were no significant differences in anxiety scores based on year of entry or class. Qualitative results showed students with high and medium anxiety experienced anxiety due to language competence (vocabulary and grammar), lack of speaking opportunities, negative experiences from the environment, and lack of preparation and confidence. Students with low anxiety generally have more active exposure to and use of English and better self-management strategies. The solutions that students expect include material preparation, independent practice, a supportive classroom atmosphere, and structured teaching strategies.

The integration of social media platforms in EFL reading instruction remains underexplored, particularly regarding their combined pedagogical potential for enhancing collaborative learning experiences. This study investigates how YouTube and WhatsApp function as complementary collaborative learning tools in EFL reading courses, addressing the gap in research on their synergistic effects on reading comprehension and peer interaction. Using a sequential explanatory mixed-methods approach, data were collected from 100 third-semester students through questionnaires, with 40 randomly selected participants providing reflective journals. The research examined students' perceptions of these platforms' effectiveness in supporting collaborative reading activities and identified correlations between platform use and learning engagement. The findings indicate that students perceived both platforms positively, with YouTube presentations supporting comprehension of reading materials and WhatsApp discussions fostering collaborative engagement. However, challenges such as limited interaction during video presentations, technological barriers, and message overload in group chats were also reported. Thematic analysis further revealed five key themes: learning engagement, collaborative experiences, online learning challenges, platform benefits, and improvement suggestions. The study contributes practical insights for optimizing social media integration in EFL reading instruction through structured engagement strategies, balanced participation guidelines, and blended learning approaches that combine synchronous and asynchronous collaborative reading activities.

Engagement plays a critical role in enhancing English as a Foreign Language (EFL) learning. Therefore, investigating the factors that influence engagement is essential. This study explores the mechanisms through which engagement is shaped by key factors among EFL learners, within the framework of Self-Determination Theory (SDT). Specifically, the focus is on autonomy support, enjoyment, and ideal L2 self. A total of 413 EFL learners from diverse colleges participated in an online survey, where these constructs were measured using four validated scales. Structural Equation Modeling (SEM) via AMOS 24 was employed for data analysis. The results indicated that autonomy support, enjoyment, and ideal L2 self directly and positively predicted learner engagement. Furthermore, autonomy support indirectly influenced engagement through enjoyment, ideal L2 self, or both. These findings highlight the significance of these factors in fostering EFL learner engagement and offer valuable insights for enhancing EFL education and guiding future research on engagement dynamics.

Developing autonomy in writing is crucial for EFL students, as effective writing requires not only language skills but also cognitive, metacognitive, motivational, and behavioral strategies that enable students to regulate and direct their own learning process. In this context, Self-Regulated Writing (SRW) is an important strategy as it enables students to initiate, monitor their thinking, and independently evaluate and revise their drafts. This study examines (1) EFL students' Self-Regulated Writing (SRW) strategies in essay writing, (2) advanced students' SRW strategies across the PLEE cycle, and (3) the online resources they use while writing. From 62 essay writing students, 5 were selected for semi-structured interviews utilizing purposive sampling in this concurrent mixed methods study. Descriptive statistics were used for closed-ended surveys, whereas thematic analysis was used for observations and interviews. The results showed that SRW ranks social environment first and motive last. Students used Google Scholar for independent writing during planning and QuillBot for individual writing during implementation and evaluation. Pedagogically, this study helps educators develop writing experiences that support autonomy.

Teachers usually provide Oral Corrective Feedback (OCF) to students during classroom learning, especially when learning English, which has language skills such as reading, writing, listening, and speaking. It causes anxiety in students, which leads to fear, low self-esteem, lack of confidence, and even unmotivated. The study aims to determine the impact of the application of OCF on students' anxiety when speaking English in class. This research approach used a quantitative approach. This study used a pre-experimental with one group before- and-after design. The data were collected from 34 students of class X in the second semester at SMA 1 Ciparay. The data were collected by conducting observations, tests (pretest and posttest, and questionnaires. The data were analyzed using a paired sample test technique to determine students' speaking ability differences before and after treatment. The findings of the paired sample test indicated a substantial change in the anxiety levels of the students before and after OCF was given. Based on the hypothesis test results, the significance is (t = <.001, p < 0.05). It suggests a significant improvement in students' speaking ability compared to before and after receiving OCF. The results of this study also indicated that the use of OCF was able to reduce students' anxiety, especially when they had to speak in front of the class.