Linguavision: Journal of English Education, Linguistics and Literature

Students’ Perception on The Use of ChatGPT in Writing of Expository Text Course

Sohel Fariza Ulfa, Rahmawati, Nina Suzanne, Zulhermindra — Wed, 15 Jul 2026 00:00:00 +0700

This study was inspired by the use of ChatGPT to assist in writing expository texts, which has created various students’ perceptions. Therefore, this study aimed to explore third-semester English students’ perceptions of using ChatGPT in writing expository texts at UIN Mahmud Yunus Batusangkar in the 2024/2025 academic year. This qualitative study employed a phenomenological design. The informants consisted of 7 students from the English Education Department selected using purposive sampling. The researcher served as the key instrument, supported by an interview guide. Data validity was ensured through time triangulation. Data analysis followed Sugiyono’s model of data reduction, data display, and conclusion drawing/verification. The results revealed various perceptions of using ChatGPT. Positive perceptions included assistance in creating outlines, brainstorming ideas, language translation, and generating excellent texts. Negative perceptions included inaccurate information, over-reliance on AI, lack of creativity, and lack of understanding.

Understanding Grammar Proceduralizing Through Skill Acquisition Theory:

Diandra Quen Salsabila, Suyono — Wed, 15 Jul 2026 00:00:00 +0700

Grammar acquisition is an essential aspect of second-language learning, particularly in contexts where learners must transition from conscious rule application to fluent, automatic use. Skill Acquisition Theory (SAT) provides a powerful framework for analyzing this transformation by emphasizing the progression from declarative to procedural knowledge. This self-study explores the acquisition of the irregular past-tense verb “bought,” using SAT as its theoretical foundation. Through reflective journals, structured practice sessions, and diagnostic tasks, this research examines the challenges, learning processes, and cognitive transitions experienced during grammar proceduralizing. Findings reveal the crucial roles of distributed practice, contextualized use, and reduced cognitive load in enabling the automation of irregular verb forms. The study provides insights into instructional strategies to enhance grammar instruction in Indonesian EFL classrooms.

Factors to the Students' Lack of Participation During Classroom Discussions in ELT Method Course

Okta Selviana, Zulhermindra, Susi Susanti — Wed, 15 Jul 2026 00:00:00 +0700

This study aimed to find out the contributing factors to the students’ lack of participation during classroom discussion in the ELT Methods class of the fifth-semester students of the English Department of UIN Mahmud Yunus Batusangkar, registered in the 2025/2026 Academic Year. This study was qualitative research with a case study design. The informants were 10 students who followed the ELT Methods Course and indicated a lack of participation during classroom discussion. The informants were selected using the purposive sampling technique. The informants from the lecturer recommended. In this research, the researchers acted as the key instrument and the interview guide as a supporting instrument. In collecting the data, the researchers interviewed the informants. Furthermore, in analyzing the data, data reduction, data display, and data verification are used. To test the trustworthiness of the data, data triangulation is used to find clear information. The results of this research indicated that there were three contributing factors to students’ lack of participation during classroom discussion in the ELT Method Course. There are Linguistic factors such as: lack of vocabulary, difficulty in constructing sentences, and difficulty pronouncing words. Psychological factors were a lack of understanding of the material, anxiety, lack of confidence, and fear of making mistakes, and cognitive factors like lack of preparation and lack of understanding of the material are also associated with students’ participation in classroom discussions.

Junior High School Students’ Extrinsic Motivation in Learning English Using Multimedia

Emil Yani, Nina Suzanne, Sirajul Munir, Silfia Rahmi — Wed, 15 Jul 2026 00:00:00 +0700

This study focuses on the consistent use of multimedia by student-teachers in English teaching, as it contributes positively to students’ motivation and academic achievement. The research aims to investigate students' extrinsic motivation in learning English using multimedia. This research used quantitative approach with survey design. The population of this research were 31 students of grade VII & VIII in one of junior high schools in Batusangkar which was chosen using total sampling technique. Data were collected by distributing questionnaires with five Likert scales. Then data were analyzed using descriptive quantitative using SPSS 30.0 software. The results of this study show that in general, students' extrinsic motivation in learning English using multimedia is average with a percentage of 54.8%. When viewed from the results, students' extrinsic motivation in learning English using multimedia is neither too high nor too low.

The Role of ChatGPT in Enhancing Critical Thinking in EFL Writing

Nazwa Salsabilla, Sirajul Munir, Rahmalia Safitri, Viona Sri Indayani — Wed, 15 Jul 2026 00:00:00 +0700

Critical thinking is an essential skill in EFL writing, yet many learners still struggle in develop arguments, evaluate evidence, and reflect on their reasoning. The increasing use of ChatGPT in language education has created new opportunities to support these skills, although its impact on critical thinking remains debated. This study systematically reviews the literature on the role of ChatGPT in promoting critical thinking in EFL writing. Using the PRISMA 2020 framework, relevant studies published between 2021 and 2026 were collected from Scopus, Web of Science, Google Scholar, ERIC, and SINTA-indexed sources. After a screening process, 18 articles met the inclusion criteria and were analyzed thematically. The findings show that ChatGPT can enhance critical thinking by supporting argumentative reasoning, encouraging learners to consider multiple perspectives, and providing feedback that facilitates revision. However, challenges such as over-reliance on AI, superficial engagement with generated content, and reduced independent reasoning were also identified. The review suggests that ChatGPT can positively contribute to the development of critical thinking when its use is supported by appropriate pedagogical guidance. Therefore, teachers play a crucial role in designing activities that encourage students to evaluate, question, and critically engage with AI-generated responses.

The Effect of Using 3d Visual Media on Students’ Ability to Write Descriptive Texts

Sri Wahyuni, Yuliana Kasuma, Nina Suzanne, Rahmawati — Wed, 15 Jul 2026 00:00:00 +0700

Students often have difficulty generating ideas and clearly describing objects, resulting in poor descriptive writing skills. This study aims to examine the effect of using 3D visual media on students' descriptive writing skills in grade VIII at SMP Negeri 3 Batusangkar. This study uses a quantitative approach with a quasi-experimental design, specifically a post-test only control group design. The research population consisted of all eighth-grade students at SMP Negeri 3 Batusangkar. Two classes were selected as samples: an experimental class with 29 students and a control class with 28 students. The experimental class was taught using 3D visual media, while the control class was taught using conventional teaching methods. Data were collected through a final descriptive test and analyzed using descriptive statistics and an independent-samples t-test. The results showed that the experimental class's average score (74.86) was higher than that of the control class (54.00). The t-test results showed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the two groups. These findings suggest that the use of 3D visual media has a significant positive effect on students' ability to write descriptive texts. Further studies are recommended to explore the use of visual media in improving other language skills.