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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

Writing an article for publication requires students to deal with both writing and research decisions. The study followed 35 Indonesian EFL undergraduates during 16 meetings of a Research Method in ELT course and examined how their reflective attention and writer positioning changed. After every meeting, the students wrote a reflective journal, resulting in 560 entries and 3,920 responses to the recurring prompts. The analysis generated six interrelated themes and showed changes across three project phases. Early reflections focused mainly on research purpose, topic feasibility, models and writing criteria. During article development, students gave more attention to literature synthesis, methodological alignment, data work, and relationships among article sections. In the final phase, some students showed greater attention to manuscript integration, revision, evaluative judgment, and future academic writing. However, workload, anxiety, methodological difficulties, and the need for guidance remained. Reflective authorial positioning became more visible, but guided participation also increased. These findings suggest that reflective authorship developed through responsible interdependence, as students took greater responsibility for writing decisions while continuing to use academic, social, and technological support.

ltrq.2026.56.09.pdf

Original Research 

ltrq.2026.56.09.xml

Toward Reflective Authorship in Publication-Oriented EFL Writing: A Longitudinal Study of Indonesian Undergraduates’ Reflective Journals

This study examines the integration of artificial intelligence (AI) tools with Nation&rsquo;s Four Strands Framework in the design of pre-class learning modules for English as a Foreign Language (EFL) flipped classrooms. Focusing on conversational skills development&mdash;a domain requiring balanced attention to meaning-focused input/output, language-focused learning, and fluency&mdash;the research addresses a critical gap in material design for technology-mediated flipped instruction. Employing a qualitative case study methodology, semi-structured interviews and focus group discussions were conducted with six Indonesian EFL teachers at the tertiary level. Data analysis revealed a four-phase pedagogical model wherein AI tools were systematically deployed to: (1) scaffold meaning-focused input (e.g., AI-generated transcriptions, text adaptation), (2) reinforce language-focused learning (e.g., grammar/vocabulary feedback systems), (3) facilitate meaning-focused output (e.g., conversational AI prompts), and (4) enhance fluency development (e.g., adaptive speaking drills). Key challenges emerged regarding AI&rsquo;s limitations in contextual appropriateness, feedback reliability, and the risk of pedagogical fragmentation, necessitating teacher mediation to preserve theoretical fidelity. The study contributes to literature on flipped learning by demonstrating how AI can operationalize SLA principles while affirming educators&rsquo; central role in curricular decision-making. Practical implications for instructional design and teacher professional development are discussed, alongside recommendations for future research on AI&rsquo;s efficacy across diverse institutional contexts.

ltrq.2025.49.05.pdf

ltrq.2025.49.05.xml

A Four-Stranded Approach to AI-Assisted Pre-Class Learning Modules: EFL Teachers’ Practices in Designing Daily Conversation Content for Flipped Classrooms