Journal of Digital Sociohumanities

AI Chatbots and Language Learning: Implications for EFL Writing, Speaking, and Learner Autonomy

Mohamed Benmansour — Thu, 12 Nov 2026 00:00:00 +0000

The rapid integration of artificial intelligence (AI) chatbots in English as a Foreign Language (EFL) instruction offers promising opportunities for personalized feedback on writing accuracy, speaking confidence, and vocabulary development. However, empirical evidence regarding specific AI applications, intervention procedures, and impacts on learner autonomy remains limited. This mixed-methods study examines the pedagogical impact of an 8-week intervention that utilizes ChatGPT (GPT-4) alongside teacher instruction among 120 EFL learners (aged 16–20) across secondary schools and language centers in Kenitra, Morocco, as well as the perceptions of 15 EFL teachers. Participants were divided into an AI-assisted experimental group (n = 60) receiving ChatGPT feedback and a control group (n = 60) receiving traditional teacher instruction. Quantitative writing performance was evaluated through pre- and post-intervention tests, while student and teacher questionnaires, semi-structured interviews, and classroom observations captured qualitative data on engagement, communicative confidence, and ethical concerns. Quantitative findings demonstrated a statistically significant improvement in writing test scores for the experimental group over the control group. Qualitative thematic analysis revealed that while automated feedback provided a low-anxiety environment for iterative drafting and speaking practice, learners faced risks of technological overreliance that could jeopardize critical thinking and learner autonomy. The study underscores that AI tools function most effectively as a pedagogical supplement rather than a replacement for human educators, highlighting the crucial role of teacher mediation in guiding ethical AI usage, scaffolding metacognitive reflection, and upholding academic integrity. Consequently, educational institutions must establish robust institutional guidelines, integrate AI literacy into language curricula, and promote ongoing professional development to optimize AI-mediated learning.

Enhancing Lifelong Learning Through Metacognitive Strategies: Empirical Evidence From EFL Master’s Students

Hajar Nhart, Hicham Laabidi — Thu, 12 Nov 2026 00:00:00 +0000

Although metacognition is fundamental in higher education, little attention was devoted to investigating the association between metacognitive strategies and lifelong learning. Hence, the present study employs an explanatory sequential mixed-method design to examine the relationship between MCS and LLL among EFL master’s students at Moulay Ismail University and to explore their perceptions and perspectives toward the use of MCS. 96 students were conveniently selected to participate in the study, with 8 purposefully selected for the semi-structured interviews. Data were collected using a five-point Likert scale questionnaire and semi-structured interviews. Quantitative data was analyzed using descriptives, Spearman correlation, and regression analysis, whereas reflexive thematic analysis was used for qualitative data. Results revealed that the participants used MCS frequently, with monitoring being the highest and planning emereging the least. Additionally, a statistically significant positive correlation emerged between MCS and LLL. Regarding the regression analysis, the results demonstrated that planning, monitoring, and evaluation statistically predict LLL, with varying degrees of influence. Moreover, thematic findings unveiled students’ positive perceptions toward MCS and their role in enhancing LLL. In light of the findings, the study calls for the incorporation of MCS and LLF into instructional practices to promote self-regulated and directed learners. The result indicate that metacognitive instruction can be systematically embedded within EFL curricula to foster sustained learner autonomy beyond formal academic settings, thereby positioning MCS as a pedagogical lever for lifelong learning competencies.

Corporate Liability and Cyber-Economic Crime in Islamic Banking: Sanctions, Vicarious Liability, and the 2023 BSI Breach under Indonesian Positive Law

Victorius Ary Subekti, Lucky Raspati — Thu, 12 Nov 2026 00:00:00 +0000

This study examines cyber-economic crime through the lens of the 2023 data breach incident involving Bank Syariah Indonesia, reportedly caused by the LockBit 3.0 ransomware group. It analyses the corporate liability of an Islamic bank from the perspective of Indonesian positive law. A bank must safeguard the confidentiality, integrity, and availability of customer data and electronic systems as part of its information-technology risk-management obligations; maintain cybersecurity in accordance with financial-sector regulation; protect electronic information; and promptly report serious disruptions to law-enforcement agencies and the relevant ministries. Using normative legal research, the study proposes a three-layer model of corporate responsibility for data breaches under administrative, civil, and criminal regimes. Administratively, failure to meet cybersecurity duties may attract regulatory sanctions. Civilly, customers may claim compensation for breaches of data confidentiality and security. Criminally, corporate liability may arise where an offense is committed in the corporation’s interest or is connected with culpable failure to prevent it. The framework also engages vicarious liability principles when senior officials fail in their cybersecurity policy responsibilities. Taken together, the administrative, civil, and criminal layers show that a data breach at an Islamic bank may result in significant regulatory sanctions, compensation liability, and criminal consequences, and is not merely a technical problem.