Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal IJECA (International Journal of Education and Curriculum Application)
Sarwadi Sarwadi
English Education, Universitas Qamarul Huda Badaruddin
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Algorithmic Authority and the Reconstitution of English Language Curriculum: A Critical Study of AI-Mediated Pedagogy Abdul Wahab; L. Kerta Wijaya; Sarwadi Sarwadi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39425

Abstract

The integration of artificial intelligence (AI) in English language education has significantly transformed pedagogical practices and raised critical questions about authority, knowledge construction, and curriculum design. This study aims to examine how algorithmic authority reshapes the English language curriculum within AI-mediated pedagogical environments. Employing a critical qualitative case study design, The research applies Norman Fairclough’s Critical Discourse Analysis (CDA) model to explore power relations and knowledge production embedded in interactions among AI systems, teachers, and learners. Data were collected through curriculum document analysis using document analysis protocols, classroom observations using observation sheets, and in-depth interviews guided by semi-structured interview protocols. The findings reveal that AI-driven systems enhance personalization, efficiency, and accessibility, while simultaneously redistributing pedagogical authority from teachers to algorithmic systems. The study also identifies a paradox in which AI promotes learner autonomy but increases the risk of over-reliance and reduced critical engagement. In addition, issues of bias, inclusivity, and ethical accountability emerge due to standardized linguistic norms and opaque algorithmic processes. These findings imply that AI should be positioned not merely as a technical tool but as an epistemic agent that shapes curriculum and learning practices. Therefore, a balanced and human-centered pedagogical model is essential to ensure that technological innovation supports critical thinking, inclusivity, and meaningful learning.
Reconfiguring Language Curriculum Paradigms: A Critical Comparative Study of English and Arabic for Foreign Language Learners Sarwadi Sarwadi; Lalu Agus Muzaki; Azwardi Pazli; Baiq Susi Apni Khaerawati; Baiq Nila Rahma Putri; Ahmad sulbi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39393

Abstract

The growing demand for communicative competence and digital adaptability in the era of globalization necessitates a critical re-examination of foreign language curriculum paradigms. Despite extensive research in language education, comparative and critical analyses of English and Arabic curricula remain limited and fragmented. This study aims to analyze and reconfigure language curriculum paradigms through a critical comparative examination of English and Arabic curricula for foreign language learners. This study employs a qualitative research design integrating comparative analysis and Critical Discourse Analysis (CDA) to explore pedagogical practices, curriculum structures, and underlying epistemological and ideological dimensions. Data were collected from 12 curriculum documents, 8 instructional textbooks, and selected scholarly publications from English and Arabic language programs in higher education institutions through purposive sampling and systematic document analysis. The analysis employed Norman Fairclough’s Critical Discourse Analysis (CDA) model, including textual analysis, discursive practice analysis, and social practice analysis to identify pedagogical orientations, ideological tendencies, and power relations embedded in the curricula. The findings reveal that English curricula are predominantly communicative, learner-centered, and technologically integrated, reflecting a global and adaptive paradigm. In contrast, Arabic curricula emphasize grammatical accuracy, textual comprehension, and knowledge preservation, indicating a structural and tradition-oriented paradigm. CDA further reveals that English curricula promote global communicative and technology-oriented discourses, whereas Arabic curricula emphasize linguistic authenticity, textual authority, and cultural preservation within language education.
Co-Authors Abdul Wahab Ahmad sulbi Azwardi Pazli Baiq Nila Rahma Putri Baiq Susi Apni Khaerawati L. Kerta Wijaya Lalu Agus Muzaki