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All Journal International Journal of Educational Qualitative Quantitative Research DUTIES: Education and Humanities International Journal
Kurnihayati Kurnihayati
Universitas Sindang Kasih Majalengka
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing IELTS Speaking Preparation: The Development of a Self-Paced Learning Model Integrating Edpuzzle and Authentic Materials Kurnihayati Kurnihayati; Endang Siti Nurkholidah; Affan Phatthanawiwat
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.200

Abstract

High-stakes oral language assessments often present significant challenges for English as a Foreign Language (EFL) learners due to a lack of autonomous, context-rich speaking environments that support spontaneous lexical and grammatical development. To address this limitation, the present study developed and evaluated a self-paced learning model that integrates the Edpuzzle platform with authentic instructional materials specifically designed for International English Language Testing System (IELTS) Speaking test preparation. Operating within a Research and Development (R&D) design, this project applied the 4D framework across its four successive phases of define, design, develop, and disseminate to pilot the model with ten English Education majors from three Indonesian universities. Empirical data were collected and triangulated using evaluation questionnaires, semi-structured interviews, and asynchronous user engagement logs extracted directly from the platform. The findings demonstrated noticeable performance enhancements across key evaluation criteria. Quantitative assessments indicated highly favorable participant reception regarding pronunciation tasks (M = 4.8) and contextual real-world relevance (M = 4.7), whereas real-time grammatical accuracy presented a moderate ongoing challenge for learners (M = 3.0). Qualitative responses corroborated these trends, revealing that the interactive multimedia architecture reinforced learner autonomy and reflective language use, which mitigated minor technical glitches and dialectal challenges. Conceptually, this research bridges a critical gap by shifting technology-mediated authentic learning out of traditional teacher-centered classrooms into a fully self-directed environment. Practically, it offers an accessible, scalable pedagogical framework for autonomous test preparation, thereby advancing multimedia instructional design within global EFL frameworks.
University Students' Use of AI Chatbot Companions for Academic Help Seeking: Benefits and Challenges Naufal Fidha Sulaeman; Kurnihayati Kurnihayati
DUTIES: Education and Humanities International Journal Vol. 2 No. 2 (2026): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v2i2.432

Abstract

The increasing adoption of generative artificial intelligence (AI) has transformed the ways university students seek academic support, yet little is known about how AI chatbot companions are integrated into students' academic help-seeking behaviours. This qualitative study explored how university students use AI chatbot companions as part of their academic help-seeking processes and examined their perceptions of the benefits and challenges associated with their use. Guided by Karabenick and Dembo's (2011) academic help-seeking process model, the study employed a qualitative descriptive design. Data were collected through semi-structured interviews with university students who had experience using AI chatbot companions for academic purposes. The interview data were analysed using reflexive thematic analysis through a hybrid deductive-inductive approach. The findings revealed that students incorporated AI chatbot companions into a dynamic help-seeking process by recognizing learning difficulties, strategically selecting AI as an academic help source, engaging in iterative dialogue, and critically evaluating AI-generated assistance before applying it to their learning. Participants perceived AI chatbot companions as accessible, personalized, and psychologically safe learning partners that supported self-regulated learning. However, they also expressed concerns regarding the reliability of AI-generated information, the need for information verification, and the potential risk of overreliance. The study extends Karabenick and Dembo's academic help-seeking process model by positioning AI chatbot companions as an emerging academic help source within higher education. The findings further highlight the importance of fostering AI literacy, critical evaluation skills, and responsible AI use to maximize the educational value of AI chatbot companions.
Co-Authors Affan Phatthanawiwat Endang Siti Nurkholidah Naufal Fidha Sulaeman