Register Journal

Development and Validation of the AI Addiction Scale (AIAS-10): Measuring Compulsive and Emotional Dependence on AI Tools Among EFL Learners

Süleyman Kasap — 2026-03-11

The current study developed and validated the AI Addiction Scale (AIAS-10) to measure problematic use of AI tools, such as ChatGPT. The purpose of the study was to address the lack of standardized instruments for assessing AI-related behavioral dependency in educational settings. Participants consisted of Muslim ELT/ELL students, reflecting the growing integration of AI tools in language learning contexts. Data from 267 users (students and professionals) were analysed to examine the psychometric properties of the scale. Factor analyses were conducted to identify its underlying structure, and reliability analyses were performed to assess internal consistency. The results showed that the scale reliably identifies two key dimensions of AI addiction: compulsive overuse and emotional dependence. The findings suggest that young adult learners in Muslim educational contexts may be more susceptible to over-reliance on AI for cognitive and language-related tasks. The AIAS-10 effectively captures unique AI-related issues, including over-reliance on cognitive tasks and anthropomorphizing AI systems. As AI becomes increasingly embedded in daily life, this validated tool provides researchers and clinicians with an important method for identifying unhealthy usage patterns. The findings highlight the need for educational guidelines and digital wellbeing strategies that promote balanced AI use in language learning, particularly within Muslim learner contexts.

Exploring the Role of Blended ELTeach Training and Institutional Support in Promoting the Professional Confidence of Indonesian Non-Native English-Speaking Teachers

Abdul Syahid — 2026-03-11

In recent years, there has been a growing focus on the development of language teachers; however, how to effectively support and enhance their confidence remains largely under-researched and inadequately understood. This mixed-methods sequential explanatory study explores how a four-month blended teacher training program, combined with varying levels of institutional support, may enhance English teachers' confidence in language use and understanding essential teaching methodologies. The training program integrated the ELTeach platform, a globally recognized online training resource, with in-person workshops. The study involved 250 Indonesian teachers from Islamic elementary and secondary schools; however, it primarily reports on the findings from 26 participants, divided into two equal groups based on their perceived institutional support. Participants self-assessed their confidence levels before and after training. Results from mixed ANOVA analyses indicate that ELTeach-based training significantly increased ELT professional confidence; however, perceived institutional support and the combination of training with support did not yield a significant impact. Interviews with six participants—involving three teachers before and after training and three principals after the training—showed the impact of personal factors and the dynamics within the training program. The alignment between the quantitative and qualitative findings underscored the training potential to promote teacher professional confidence, regardless of the level of institutional support. The study concludes with the implications for the development of teacher professional development, especially in promoting teacher confidence.

Negotiating English Teaching Internships in a Resource-limited Islamic School: Challenges, Strategies, and Transformative Learning of Pre-Service EFL Teachers

Khoirunnisa Aliya Jinan — 2026-03-25

Teaching internships play a crucial role in preparing student teachers for the transition from theoretical learning to practical teaching in real classrooms. For many English as a foreign language (EFL) student teachers placed in Islamic high schools with limited resources, internships can become complex learning environments influenced by structural constraints, inadequate mentor support, and insufficient institutional support. Understanding how student teachers navigate these conditions is essential for strengthening teacher education programs in Indonesia. This study examines the challenges faced by EFL student teachers during teaching internships in a resource-limited Islamic high school, the strategies they use to overcome these challenges, and how these experiences facilitate transformative learning. Using a qualitative case study design, five third-year student teachers from the Department of English Education participated in this study. Data were collected through semi-structured interviews and reflective internship documents. The findings reveal three main challenges: inadequate school facilities, difficulties in classroom management, and limited mentoring support. In response, student teachers implemented various adaptive strategies, including student-centered teaching, engaging and joyful learning activities, collaborative group work, and contextual teaching practices suitable for the Islamic school setting. Beyond overcoming classroom difficulties, these strategies serve as reflective tools that enable student teachers to critically evaluate their assumptions about teaching and learning. Through continuous reflection, experimentation, and adaptation, participants experience a perspective shift in characteristic of transformative learning, which contributes to the reconstruction of their professional identities as EFL teachers. This study extends the application of transformative learning theory to a resource-limited Islamic high school setting and emphasizes the importance of institutional support, structured mentoring, and reflective pedagogy in ensuring equitable and meaningful teaching internship experiences.

Towards English Education Sustainability: A Narrative Inquiry of an Islamic Eco-ELT School in Dompu

Arif Bulan — 2026-04-21

This study aims to accomplish three primary objectives: (1) to identify the key elements that constitute Eco-ELT as a sustainability-oriented pedagogical practice, (2) to describe how school leaders and English teachers construct and enact these practices through their lived and narrative experiences, and (3) to explain the ecological meanings and values that sustain Eco-ELT within a local Islamic school. Drawing on in-depth interviews with the principal and an English teacher, classroom observations, and institutional documents, this study reveals that Eco-ELT is a lived practice shaped by historical, social, and environmental narratives. The findings show that Eco-ELT is rooted in a community initiative, an English course where tuition was paid with waste, which later evolved into a holistic sustainability vision. The principal’s leadership, grounded in reflective learning and community collaboration, led to programs such as SEKAM, English-area policies, and a school-wide environmental culture. Pedagogically, Eco-ELT is implemented through place-based learning, integrating grammar instruction with direct environmental observations in settings such as the Green Lab, composting areas, and thematic gardens. Students act not only as learners but also as ecological agents through roles like “language police” and daily environmental responsibilities. Despite facing challenges related to time constraints, attendance of non-boarding student, and initial skepticism from parents, the school adapts by enhancing communication and showcasing the visible transformation of students. Theoretically, this study positions Eco-ELT as a situated, narrative-driven ecological practice influenced by leadership and place. Empirically, it demonstrates how sustainability-oriented language education can be enacted in resource-constrained yet environmentally committed school contexts.

Classroom English Teaching Practices Integrating Islamic Perspectives in Muslim Minority Madrasah Contexts

Ulya Himawati — 2026-04-09

This study explores classroom English teaching practices and the enactment of Islamic perspectives in a Muslim-minority madrasah in Phnom Penh, Cambodia. It addresses the gap between normative discussions of Islamic English Language Teaching and classroom-level evidence by examining the practical implementation of English teaching, the integration of Islamic perspectives during instruction, and the challenges faced by teachers in the classroom setting. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with the English teacher, school leaders, and selected students, and document analysis. The findings show strong alignment with the Ministry of Education, Youth and Sport (MoEYS) curriculum and textbook sequencing, resulting in predominantly textbook-centered and form-focused instruction. Islamic perspectives were most visible in classroom routines, greetings, interactional norms, and moral reminders, while they were less evident in instructional content and language-learning tasks. Classroom interaction remained largely teacher-led; student participation was more apparent in task completion than in extended communicative use of English. Interview data indicate that these patterns were shaped by contextual constraints, including mixed-ability learners, limited English foundations, curriculum demands, restricted instructional time, and limited pedagogical space for alternative materials. Overall, this study provides context-sensitive, empirically grounded insights into English teaching in Islamic educational institutions within Muslim minority settings and highlights the need for pedagogical support and flexible curriculum interpretation to strengthen integration of Islamic perspective in task and content design while maintaining alignment with national standards.

Developing Intercultural Communicative Competence in an Early EFL Classroom: A Case Study of an Extra-Hour Conversation Program

Nur Lailatun Nida — 2026-04-09

Research on English language teaching in primary school contexts has increasingly emphasized the importance of early communicative and intercultural learning. However, limited studies have examined how supplementary English programs function as micro-level language policy spaces in developing intercultural communicative competence (ICC). Situated in the Indonesian early EFL context, where English at the primary level is optional and unevenly implemented, this study investigates an extra-hour English Conversation Program in a private primary school. This article reports a qualitative case study that explores how the program operates as a micro-level language policy space in shaping students’ intercultural communicative competence, as well as their linguistic development and learning motivation. It also examines how students experience the program differently, and how teacher agency, institutional practices, and socio-cultural factors mediate participation, equity, and sustainability. Data were collected through classroom observations, teacher interviews, and analysis of instructional practices. The findings indicate that the program creates meaningful opportunities for early intercultural encounters through interactive speaking activities and exposure to authentic language use, fostering students’ confidence, willingness to communicate, and openness to cultural diversity. However, students’ participation is uneven, influenced by prior English exposure, teacher mediation, and institutional support. This study argues that the development of intercultural communicative competence in early EFL classrooms is not solely a result of increased language exposure but is shaped by locally enacted language policies and everyday classroom practices. The findings highlight the importance of designing equitable and sustainable supplementary programs to support ICC development in primary EFL contexts.

Teacher Agency in Professional Development Within Islamic Junior High Schools: A Narrative-Ecological Study of EFL Teachers in Indonesia

Anisah Setyaningrum — 2026-05-22

This study explores the experiences of English as a Foreign Language (EFL) teachers at Islamic junior high schools in Indonesia, focusing on how they navigate their professional agency within a context of strong religious values. Employing a qualitative narrative case study methodology and an ecological perspective, in-depth narratives were collected from three EFL teachers through interviews and subsequently analyzed using narrative thematic analysis. Rather than seeking broad generalizations, this small-scale study provides a nuanced and contextualized understanding of the ways in which teachers’ professional agency is shaped in their everyday practice. The findings reveal that teachers’ professional agency is shaped through the interplay of past experiences, evaluations of current conditions, and their future orientations. All these dimensions are influenced by the institutional context, particularly the culture of professional development (PD) as well as the religious and moral norms prevailing at the school. They also indicate that Islamic values play a significant role in shaping teachers’ professional practices. They encourage teachers to continue engaging in self-directed learning and continuous self-development even though access to formal PD programs remains limited. Additionally, religious principles also influence teachers’ pedagogical decisions and strengthen their commitment to supporting students’ academic and character development. However, this research also found that certain institutional expectations can limit the scope for pedagogical innovation, so teachers need to negotiate a balance between curriculum demands and the schools’ religious norms. Overall, this study underscores the importance of designing professional development programs that are contextually relevant and aligned with local values in educational practice.

Ethical Integration of Generative AI and Students’ Motivation in Academic Writing: An Exploratory Practice in an Islamic Higher Education Context

Reza Anggriyashati Adara — 2026-05-22

This study investigates the ethical integration of generative Artificial Intelligence (AI) and its impact on students’ motivation and academic writing in an English for Academic Purposes (EAP) course at an Islamic higher education institution in Indonesia. The study conceptualizes Islamic values, particularly academic integrity, responsibility, and authorship, as essential competencies in second language academic writing. Forty undergraduate students were divided into experimental and control classes. In the experimental class, students collaboratively formulated classroom guidelines for responsible AI use through focus group discussions, which were implemented over seven sessions using an Exploratory Practice approach. Reflective essays written before and after AI integration were analyzed thematically, and writing performance was assessed using IELTS criteria. The findings indicate that generative AI supported surface-level writing skills such as grammar, vocabulary, and coherence; however, higher-order skills, including critical thinking, idea development, and appropriate use of references, declined when AI was employed without sufficient pedagogical guidance. Students reported increased efficiency alongside concerns about over-reliance, emphasizing that AI should function as a supportive tool rather than a substitute for individual effort. Comparisons with the control class show that conventional instruction led to steady improvement in writing, whereas AI integration produced mixed outcomes, highlighting the need for ethical guidance. The study demonstrates the importance of thoughtfully integrating AI in Islamic higher education to promote both academic proficiency and ethical responsibility, and it contributes to ELT research by linking Islamic academic values with responsible language learning and authorship practices.