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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY EDULEC
Raveenthiran Vivekanantharasa
The Open university of Sri Lanka, Sri Lanka, Colombo
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Impact of Cooperative Learning Models on Students’ Comprehension of Natural Events in Science Education Andi Asrifan; Raveenthiran Vivekanantharasa; Sivaraja S; Musdalifah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i2.311

Abstract

This research examines the influence of the Team Games Tournament model on student involvement and academic achievement in scientific education. A mixed-methods strategy was employed to obtain quantitative data through tests, which indicated that a substantial percentage of pupils attained high scores, reflecting a robust comprehension of the topic. Qualitative observations emphasized active engagement, cooperation, and enthusiasm among students during collaborative activities. The results indicate that the interactive characteristics of the Team Games Tournament cultivate a favorable learning atmosphere, augmenting students' enthusiasm and critical thinking abilities. The existence of pupils in lower score ranges highlights the necessity for tailored interventions to assist struggling learners. The research underscores the significance of tailored education and the establishment of inclusive learning environments to address diverse student requirements. The incorporation of collaborative learning practices in science education enhances academic performance and equips students with vital skills, like cooperation and communication, for future difficulties.
Beyond Technology Adoption: A Cognitive–Pedagogical Model of AI-Integrated Bilingual ESP Instruction Andi Asrifan; Maemuna Muhayyang; Luís Miguel Oliveira de Barros Cardoso; K. J. Vargheese; Raveenthiran Vivekanantharasa
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 3 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/x8hh2a10

Abstract

This study examines the cognitive and pedagogical mechanisms of AI-integrated bilingual English for Specific Purposes (ESP) instruction, transcending traditional technology adoption viewpoints to elucidate how instructional aids influence learning outcomes. The research examined the impact of AI Pedagogical Support and Bilingual Scaffolding on ESP Learning Performance, mediated by Student Engagement and Academic Self-Efficacy. A quantitative explanatory cross-sectional approach was utilized, involving 312 undergraduate ESP students participating in an AI-assisted bilingual English for Educational Technology course at an Indonesian institution. Data were gathered using a validated 5-point Likert-scale questionnaire assessing five latent constructs and analyzed via PLS-SEM with SmartPLS 4, encompassing reliability, validity, structural, mediation, and predictive model evaluations. The results indicated that AI Pedagogical Support was a significant predictor of Student Engagement (β = .41) and Academic Self-Efficacy (β = .36), whereas Bilingual Scaffolding significantly predicted Student Engagement (β = .29) and Academic Self-Efficacy (β = .31). Both mediators substantially impacted ESP Learning Performance, resulting in R² = .62, with complementing partial mediation validated by strong indirect effects. The findings indicate that AI enhances ESP outcomes mainly by influencing learner cognition, confidence, and pedagogically facilitated bilingual support, thereby providing a significant theoretical contribution to a cognitive–pedagogical ecosystem model and practical recommendations for the redesign of AI-integrated ESP curricula in higher education.
Process-Based vs. Product-Based Approaches in Teaching Academic Writing: A Comparative Study Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; K. J. Vargheese; Raveenthiran Vivekanantharasa
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.131

Abstract

Academic writing is essential in higher education, especially for English as a Foreign Language (EFL) learners who need to adhere to academic and publication standards. This research was carried out in the English Education Department of a public university in Indonesia, involving 40 undergraduate students aged 19 to 22 with intermediate English competence. Employing a mixed-methods quasi-experimental design, two intact classrooms were allocated distinct instructional methodologies during an eight-week period: one engaged in process-based teaching, while the other participated in product-based teaching. Quantitative analysis utilizing paired and independent sample t-tests indicated that the process-based group exhibited substantially larger improvement (M = 78.65, SD = 4.88) compared to the product-based group (M = 73.40, SD = 5.12), t(38) = 3.17, p < 0.01. The process-oriented approach also resulted in enhanced coherence, vocabulary, and structure. Qualitative findings from student interviews and reflections corroborated these outcomes, indicating enhanced engagement, motivation, and confidence among process-oriented learners. The results demonstrate that recursive writing techniques and iterative feedback significantly promote enduring writing advancement. The study advocates for the incorporation of process- and product-oriented components to improve EFL academic writing instruction in Indonesian higher education.
Co-Authors Asrifan, Andi K. J. Vargheese Luís Miguel Oliveira de Barros Cardoso Maemuna Muhayyang Musdalifah Sivaraja S