https://ojs.unsamakassar.ac.id/jel <p style="text-align: justify;"><strong><em>Journal of English Language Studies</em></strong> &nbsp;<strong>(JoELS)</strong>, published by English Literature, Faculty of Letters, Sawerigading University of Makassar, Indonesia., is an open access&nbsp; and peer-reviewed journal in English that provides rapid, worldwide, barrier-free access to the full text of all published articles without charge readers or their institutions for access. Readers are allowed to read, download, copy, distribute, print, search, or link to the full texts of all papers with the aim of supporting a greater global exchange of knowledge. The <strong>JoELS </strong>publishes two issues per year in March for Issue #1 , and in September for Issue #2 with the ISSN number: <strong><a href="https://issn.brin.go.id/terbit/detail/20220222171381749">2828-3627</a>; </strong>to address outstanding research at the boundaries of applied linguistics, translation, literature, and culture. Our goal is to contribute to the development of the field, reflects the breadth and depth of work in applied linguistics, translation, literature, and cultural studies, and enable readers to share and develop a research that has been written as well as a reference for other researchers who are conducting similar research activities at this time. The <strong>JoELS </strong>cordially invites all Indonesian and Foreign researchers, academicians, linguists, literarians, and practitioners to contribute to the journal by submitting papers. All papers will be reviewed and evaluated based on originality and applicable regulations. The decision to accept or not is the right of the Editorial Boards based on evaluations from peer-reviewers.</p> English Literature, Faculty of letters, Sawerigading University of Makassar, Indonesia. en-US JoELS : Journal of English Language Studies 2828-3627 https://ojs.unsamakassar.ac.id/jel/article/view/397 <p>The objective of this research was to identify the preferred learning styles of junior high school students when reading descriptive texts. A qualitative approach was employed, utilizing a descriptive research design. To gather data, research instruments such as an observation checklist and interviews were used, with participants selected through random sampling. The findings revealed that students demonstrated a preference for different learning styles—Auditory, Visual, and Kinesthetic—when engaging with descriptive texts. Among these, Auditory learning emerged as the most dominant learning style among junior high school students.</p> Arfinah Arafah Herman Resyadi Musfirah Musfirah Copyright (c) 2025 JoELS : Journal of English Language Studies 2025-03-31 2025-03-31 4 1 200 210 https://ojs.unsamakassar.ac.id/jel/article/view/384 <p><strong>Abstract: </strong>This study explores the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) learning, focusing on its potential to create personalized learning pathways for university students in Indonesia. With rapid advancements in AI technology, educational settings increasingly utilize AI-driven tools to enhance language acquisition, yet few studies have examined their effectiveness in Indonesia’s unique cultural context. Using a descriptive qualitative, this research gathered qualitative data from a questionnaire distributed to 200 university students. Findings reveal a generally positive perception of AI’s potential in personalizing EFL learning, with students highlighting AI’s adaptability, real-time feedback, and autonomy support as primary benefits. However, challenges remain, particularly regarding AI’s cultural sensitivity, accuracy in language output, and students' concerns about data privacy. Students emphasized the need for a hybrid model combining AI with human instruction to achieve balanced, culturally relevant learning outcomes. This study concludes that while AI holds promise for personalized EFL education, future implementations should consider the nuanced cultural and linguistic needs of Indonesian learners. The findings provide valuable insights for educators, AI developers, and policymakers seeking to enhance language learning in diverse, multilingual contexts.</p> <p>&nbsp;</p> Nila Kencana Elva Utami Copyright (c) 2025 JoELS : Journal of English Language Studies 2025-04-01 2025-04-01 4 1 211 224