learner autonomy, student engagement, technology in language learning, teacher professional development, and applied linguistics
22
Scopus Publications
839
Scholar Citations
16
Scholar h-index
22
Scholar i10-index
Scopus Publications
Applying AI For English Language Instruction and Material Development in Schools: A PLS-SEM Approach Lastika Ary Prihandoko International Journal of Tesol Studies, 2026 Despite growing recognition of the value of artificial intelligence (AI) in English as a Foreign Language (EFL) instruction, adoption at the school level remains limited due to a lack of understanding about the complex factors influencing teachers' post-training acceptance.This study examined the interrelationships among subjective norms, technologist roles, student influence, process facilitation, compatibility, perceived attitudes, and behavioral intentions in Indonesian senior high school EFL teachers following a professional development workshop on AI integration.Using validated survey instruments, data from 146 teachers were analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM) and Importance-Performance Matrix Analysis (IPMA).Quantitative results showed that subjective norms significantly affected process facilitation and compatibility, while student influence strongly predicted technologist roles, compatibility, and process facilitation.Technologist roles and compatibility were pivotal in shaping positive attitudes and intentions to adopt AI.IPMA identified compatibility as a key area for targeted improvement.The findings stress the need for ongoing, context-sensitive professional development to promote effective and sustainable AI integration in EFL teaching.
EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY CONSTRUCTION THROUGH REFLECTIVE MENTORING DURING TEACHING PRACTICUM Priyatno Ardi, Utami Widiati, Nunung Suryati, Anik Nunuk Wulyani Llt Journal Journal on Language and Language Teaching, 2025 Mentoring in language teacher education has been widely acknowledged to foster pre-service teachers’ reflective practice. While previous studies have focused on pre-service teachers’ practical teaching skills, their cultivation of inner professional selves remains under-researched. For this reason, this study aims to examine how reflective mentoring catalyzes EFL pre-service teachers’ professional identity construction during teaching practicum. A case study design was employed in this study. Two mentors (one male and one female) and four EFL pre-service teachers (two males and two females), who were purposefully selected, participated in this study. Data were collected through video-recording ten mentoring sessions and interviewing both the mentors and pre-service teachers. Thematic analysis was then employed to analyze the data. The findings revealed that the reflective mentoring catalyzed the pre-service teachers’ professional identity construction during teaching practicum by creating a systematic and supportive space for reflecting on temporal, theoretical, and practical experiences. The space arose from five factors in the mentoring, including systematic processes of reflection, non-judgmental and supportive mentors, interpersonal bonds and interconnectedness, past and present connections, and theory-practice continuums. Reflection particularly contributed to the identity construction since it allowed the pre-service teachers to examine their professional experiences and derive meaning for their professional identities. Based on the findings, this study suggests that mentoring during teaching practicum should encompass both the practical aspects of teaching and the inner professional selves of EFL pre-service teachers.
EFL Pre-Service Teachers’ Professional Knowledge Construction in Reflective Mentoring: Insights from Indonesia , Priyatno Ardi, Utami Widiati, Nunung Suryati, Anik Nunuk Wulyani Journal of Asia Tefl, 2025 which are critical due to English's dual role in the practicum as both a medium of instruction and subject matter.The PSTs are simultaneously learning English while using and teaching the language in the classroom.This dual role often leads them to either rely on their instincts in making pedagogical decisions or adhere strictly to context-free pedagogical rules and techniques learned in their EFL teacher education programs.Consequently, the divide between theoretical understanding and classroom context hinders their ability to meet their students' needs and create adaptive classroom dynamics.With this caveat in mind, achieving the construction of professional knowledge is challenging as it relies on integrating theoretical knowledge with practical and contextual situations in classrooms.To help with the construction of professional knowledge, PSTs are encouraged to make meanings of their practicum experiences.
Guided vs. Unguided social media-assisted language learning: An in-depth analysis of speaking performance, willingness to communicate, and social emotional learning I Putu Indra Kusuma, Deron Walker, Priyatno Ardi, Lu Gd Rahayu Budiarta Australian Journal of Applied Linguistics, 2025 Previous studies have indicated that social media has been used by students to develop speaking skills. However, how guided social media (GSM) and unguided social media (USM) activities in conversation courses affect their speaking skills and willingness to communicate (WTC) remain unclear. It also remains uncertain what social and emotional learning (SEL) factors during the adoption of social media-assisted language learning (SMALL) help to facilitate student learning. This study therefore purposed to investigate (1) the effects of GSM and USM on English as a foreign language (EFL) students’ speaking performance and WTC and (2) the SEL factors that enable students to thrive during SMALL activities. This study employed a mixed-methods experimental approach, combining quantitative and qualitative data. This study employed intact group sampling to recruit Indonesian EFL students who were studying at a state university and formed three groups, USM (20 students), GSM (23 students), and control group (26 students). The quantitative data were analyzed using Kruskal-Wallis and Mann-Whitney U tests while the qualitative data were analyzed using inductive thematic analysis. The results indicated that USM and GSM could significantly improve EFL students’ speaking performance. However, only USM could significantly improve WTC. In addition, students’ SEL is influenced by factors such as learning engagement, motivation, learning environment, and support.
EFL teachers' understanding and practices of Classroom-Based diagnostic assessment in differentiated instruction Luki Emiliya Hidayat, Suci Nugrah Amalia, Wahyu Indah Mala Rohmana, Nina Khayatul Virdyna, Priyatno Ardi, Nunung Suryati Differentiated Instruction Equity and Inclusion in Language Education, 2024 In today's diverse world, differentiated instruction holds the potential to accommodate learners' diversities in EFL classrooms. Prior to differentiating the instruction, conducting diagnostic assessment is crucial to portray learners' characteristics and needs. Hence, this chapter explicates EFL teachers' understanding and practices of diagnostic assessment within the context of EFL differentiated instruction. A survey, involving 155 EFL teachers from Indonesian secondary schools, was employed. The quantitative data were then supported by the data from semi-structured interviews. The findings revealed most teachers had a good understanding of diagnostic assessment, though a significant proportion of them did not frequently make use of the diagnostic assessment results to differentiate instructions, and half of them successfully practiced it. This chapter also figured out EFL teachers' techniques and strategies to differentiate content, process, and product evaluation, with different levels of complexity based on students' readiness, interest, and learning profiles.
Senior High School Students' Attitudes and Grit in EFL Learning: Insights from Indonesia Learn Journal Language Education and Acquisition Research Network, 2024
Writing Enjoyment among EFL Postgraduate Students in Indonesia: The Interplay between Students’ Writing Self-Efficacy and Research Literacy and Teachers’ Immediacy and Clarity Learn Journal Language Education and Acquisition Research Network, 2024
Paving the Road to Writing Success: Self-efficacy, Metacognition, a Growth Mindset, and Academic Writing Performance among Indonesian EFL Students Pasaa, 2024
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program Priyatno Ardi, , Titik Lina Widyaningsih, Utami Widiati, , , , and Education and Self Development, 2023 Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers' professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data's emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers' professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.
Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum Priyatno Ardi, Thomas Wahyu Prabowo Mukti, Yazid Basthomi, Utami Widiati Reflections, 2023 This paper aims to scrutinize the trajectory of the professional identity configuration of Indonesian EFL pre-service teachers in socialization during a two-month teaching practicum at a private school in Yogyakarta, Indonesia. Two female EFL pre-service teachers carrying out a teaching practicum at the school participated in this study. A narrative inquiry was employed to capture the dynamic development of the professional identity configuration from the participants’ points of view. The researchers developed stories based on participant interviews, daily reflective notes, and weekly conferences. The stories were then analyzed to identify the professional identity configuration. The findings suggested that the participants configured their professional selves as EFL teachers in socialization in the school through identification and self-internalization. Their identification was influenced by how they saw themselves and others viewed them as EFL teachers, which was then internalized as self-concepts. Moreover, the socialization process encouraged the student teachers to construct their professional selves, reflected in the emerging themes of the stories: language-, pedagogy-, organizational role-, and spirituality-driven identities. The findings also highlighted that spaces, artifacts, and positioning influenced how the pre-service teachers made meaning of their professional selves. The researchers emphasized the importance of reflection to facilitate the meaning-making of EFL preservice teachers’ professional selves by contemplating their professional socialization experiences during the practicum.
AN EXAMINATION OF EFFECTIVE EDUCATIONAL LEADERSHIP IN THE INDONESIAN CONTEXT: LEADERS IN SECONDARY SCHOOLS European Journal of Applied Linguistics and Tefl, 2023
The correlation between students’ writing anxiety and the use of writing assessment rubrics Learn Journal Language Education and Acquisition Research Network, 2020
Integrating instagram into efl writing to foster student engagement Teaching English with Technology, 2020
Promoting learner autonomy through schoology m-learning platform in an EAP class at an Indonesian university Teaching English with Technology, 2017
RECENT SCHOLAR PUBLICATIONS
Applying AI For English Language Instruction and Material Development in Schools: A PLS-SEM Approach LA Prihandoko, SN Amalia, P Ardi, B Waluyo International Journal of TESOL Studies 8 (2), 49-72 , 2026 2026 Citations: 1
Voicing Indonesian ESP Teachers' Emotions: Their Vulnerability and Professional Transformation NM Rahmawati, Y Basthomi, P Ardi Cross-Cultural Perspectives on Emotions and Professional Growth in English … , 2026 2026
Guided vs. unguided social media-assisted language learning: An In-depth analysis of speaking performance, willingness to communicate, and social emotional learning IPI Kusuma, D Walker, P Ardi, LGR Budiarta Australian Journal of Applied Linguistics 8 (3), 102455-102455 , 2025 2025 Citations: 6
EFL PRE-SERVICE TEACHERS’PROFESSIONAL IDENTITY CONSTRUCTION THROUGH REFLECTIVE MENTORING DURING TEACHING PRACTICUM P Ardi, U Widiati, N Suryati, AN Wulyani 2025 Citations: 13
Reflective discursive mentoring to foster efl pre-service teachers’ action-oriented reflection, professional identity, and teacher agency during teaching practicums P Ardi Universitas Negeri Malang , 2025 2025
EFL pre-service teachers’ professional knowledge construction in reflective mentoring: Insights from Indonesia P Ardi, U Widiati, N Suryati, AN Wulyani The Journal of AsiaTEFL 22 (1), 103-112 , 2025 2025 Citations: 1
EFL Teachers' Understanding and Practices of Classroom-Based Diagnostic Assessment in Differentiated Instruction LE Hidayat, SN Amalia, WIM Rohmana, NK Virdyna, P Ardi, N Suryati Differentiated Instruction, Equity, and Inclusion in Language Education, 181-218 , 2025 2025 Citations: 2
Writing Enjoyment among EFL Postgraduate Students in Indonesia: The Interplay between Students’ Writing Self-Efficacy and Research Literacy and Teachers’ Immediacy and Clarity P Ardi, SN Amalia, U Widiati, D Walker, LA Prihandoko LEARN Journal 17 (1) , 2024 2024 Citations: 18
Paving the Road to Writing Success: Self-Efficacy, Metacognition, a Growth Mindset, and Academic Writing Performance among Indonesian EFL Students. LA Prihandoko, D Djatmika, J Nurkamto, R Morganna, SN Amalia, P Ardi PASAA: Journal of Language Teaching and Learning in Thailand 68, 165-202 , 2024 2024 Citations: 10
Senior High School Students' Attitudes and Grit in EFL Learning: Insights from Indonesia. DD Toar, CL Mbato, P Ardi LEARN Journal: Language Education and Acquisition Research Network 17 (2 … , 2024 2024 Citations: 6
EFL teachers’ technological pedagogical knowledge (TPK) and ecological agency in responding to the differentiated learning policy in Indonesia BY Cahyono, P Ardi, YN Siwa, R Sari, RA Gestanti Journal of Research in Applied Linguistics 14 (2), 84-100 , 2023 2023 Citations: 18
In-service EFL teachers’ well-being during online teacher professional development program in Indonesia: An ecological perspective P Ardi, R Sari, LE Hidayat, OTSD Dewi, BY Cahyono Studies in Linguistics, Culture and FLT 11 (2), 26-45 , 2023 2023 Citations: 17
AN EXAMINATION OF EFFECTIVE EDUCATIONAL LEADERSHIP IN THE INDONESIAN CONTEXT: LEADERS IN SECONDARY SCHOOLS. R Stroupe, P Ardi, MH Santosa, M Siregar, M Delfi European Journal of Applied Linguistics & TEFL 12 (2) , 2023 2023 Citations: 5
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program P Ardi, TL Widyaningsih, U Widiati Education and Self Development 18 (2), 10-26 , 2023 2023 Citations: 32
Research Result. Theoretical and Applied Linguistics N YOLANDA, B Bram, P Ardi, AN Doborovich RESEARCH RESULT. THEORETICAL AND APPLIED LINGUISTICS Учредители … , 2023 2023
Delving into Indonesian EFL pre-service teachers’ professional identity configuration in teaching practicum. rEFLections, 30 (2), 223–246 P Ardi, TWP Mukti, Y Basthomi, U Widiati 2023 Citations: 13
Lexical bundles in Indonesian EFL textbooks: A corpus analysis A Priyatno, OY Dinda, W Nugraheni, W Utami Journal of Language and Education 9 (2 (34)), 25-39 , 2023 2023 Citations: 12
Lexical, referential and syntactic ambiguities as Internet jokes NAYY Yolanda, B Bram, P Ardi, AN Doborovich Research Result. Theoretical and Applied Linguistics 9 (2), 129-155 , 2023 2023 Citations: 8
Delving into Indonesian EFL Pre-Service Teachers' Professional Identity Configuration in Teaching Practicum. P Ardi, TWP Mukti, Y Basthomi, U Widiati REFLections 30 (2), 223-246 , 2023 2023 Citations: 19
CODE-SWITCHING IN MULTILINGUAL ROVING PEOPLE’S CONVERSATIONS B Bramantoko, P Ardi International Journal of Humanity Studies (IJHS) 6 (2), 178-193 , 2023 2023 Citations: 3
MOST CITED SCHOLAR PUBLICATIONS
Promoting learner autonomy through Schoology m-learning platform in an EAP class at an Indonesian university A Priyatno Teaching English with Technology 17 (2), 55-76 , 2017 2017 Citations: 156
Integrating Instagram into EFL Writing to Foster Student Engagement. OA Prasetyawati, P Ardi Teaching English with Technology 20 (3), 40-62 , 2020 2020 Citations: 83
LEVERAGING GAMIFICATION INTO EFL GRAMMAR CLASS TO BOOST STUDENT ENGAGEMENT P Ardi, E Rianita Teaching English with Technology 22 (2), 90-114 , 2022 2022 Citations: 76
The correlation between students’ writing anxiety and the use of writing assessment rubrics MY Arindra, P Ardi LEARN Journal: Language Education and Acquisition Research Network 13 (1), 76-93 , 2020 2020 Citations: 73
Intercultural Communicative Competence in EFL Setting: A Systematic Review YA Iswandari, P Ardi REFLections 29 (2), 361-380 , 2022 2022 Citations: 55
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program P Ardi, TL Widyaningsih, U Widiati Education and Self Development 18 (2), 10-26 , 2023 2023 Citations: 32
Rhetorical structures of English-major undergraduate thesis introduction chapters RD Indrian, P Ardi Indonesian Journal of EFL and Linguistics 4 (2), 195-214 , 2019 2019 Citations: 32
SWEAR WORDS IN BAD BOYS II: A SEMANTIC ANALYSIS JT Kristiano, P Ardi LLT Journal: A Journal on Language and Language Teaching 21 (2), 191-198 , 2018 2018 Citations: 32
The implementation of virtual peer mentoring in micro teaching classes C Tutyandari, CL Anandari, P Ardi LLT Journal: A Journal on Language and Language Teaching 25 (2), 447-460 , 2022 2022 Citations: 22
Power and impoliteness in the Devil Wears Prada movie A Ratri, P Ardi ELITE: English and Literature Journal 6 (1), 33-50 , 2019 2019 Citations: 21
Delving into Indonesian EFL Pre-Service Teachers' Professional Identity Configuration in Teaching Practicum. P Ardi, TWP Mukti, Y Basthomi, U Widiati REFLections 30 (2), 223-246 , 2023 2023 Citations: 19
Intercultural communicative competence in EFL setting: A systematic review. rEFLections, 29 (2), 361–380 YA Iswandari, P Ardi 2022 Citations: 19
Writing Enjoyment among EFL Postgraduate Students in Indonesia: The Interplay between Students’ Writing Self-Efficacy and Research Literacy and Teachers’ Immediacy and Clarity P Ardi, SN Amalia, U Widiati, D Walker, LA Prihandoko LEARN Journal 17 (1) , 2024 2024 Citations: 18
EFL teachers’ technological pedagogical knowledge (TPK) and ecological agency in responding to the differentiated learning policy in Indonesia BY Cahyono, P Ardi, YN Siwa, R Sari, RA Gestanti Journal of Research in Applied Linguistics 14 (2), 84-100 , 2023 2023 Citations: 18
In-service EFL teachers’ well-being during online teacher professional development program in Indonesia: An ecological perspective P Ardi, R Sari, LE Hidayat, OTSD Dewi, BY Cahyono Studies in Linguistics, Culture and FLT 11 (2), 26-45 , 2023 2023 Citations: 17
Indonesian-English code-switching in Gogirl! Magazine: Types and features AE Febiyaska, P Ardi Journal of English Language Teaching and Linguistics 4 (3), 289-303 , 2019 2019 Citations: 17
EFL PRE-SERVICE TEACHERS’PROFESSIONAL IDENTITY CONSTRUCTION THROUGH REFLECTIVE MENTORING DURING TEACHING PRACTICUM P Ardi, U Widiati, N Suryati, AN Wulyani 2025 Citations: 13
Delving into Indonesian EFL pre-service teachers’ professional identity configuration in teaching practicum. rEFLections, 30 (2), 223–246 P Ardi, TWP Mukti, Y Basthomi, U Widiati 2023 Citations: 13
Lexical bundles in Indonesian EFL textbooks: A corpus analysis A Priyatno, OY Dinda, W Nugraheni, W Utami Journal of Language and Education 9 (2 (34)), 25-39 , 2023 2023 Citations: 12
Collocations in the English" LKS" Books for Senior High School Students. OL Alfiandita, P Ardi Indonesian Journal of English Language Teaching and Applied Linguistics 4 (2 … , 2020 2020 Citations: 12
