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All Journal Datokarama English Education Journal (deejournal) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Akhtem A. Dzhelilov
V.I. Vernadsky Crimean Federal University, Russia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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FROM PROJECTS TO PORTFOLIOS: IMPLEMENTING GOOGLE SITES TO FOSTER AUTONOMOUS LEARNING IN ESP-BASED ACCOUNTING COURSES Andi Asrifan; Musdalifah Musdalifah; Luis Miguel Oliviera De Barros Cardoso; Akhtem A. Dzhelilov
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8989

Abstract

In the digital era of higher education, fostering learner autonomy through technology-enhanced pedagogy has become increasingly important, particularly in English for Specific Purposes (ESP) courses that demand contextualized and self-directed learning. Although e-portfolios have been widely implemented in general language education, their pedagogical role in ESP contexts—especially in English for Accounting—remains underexplored, and empirical evidence linking their use to learner autonomy dimensions is still limited. This study aims to investigate the use of Google Sites–based e-portfolios in promoting autonomous learning among students enrolled in an English for Accounting course at an Indonesian university. Employing a mixed-methods design, data were collected from a questionnaire administered to 35 undergraduate students, complemented by portfolio analysis and qualitative feedback. The quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis. The findings indicate that frequent use of Google Sites is associated with increased student motivation, improved accounting-related vocabulary, and enhanced reflective learning practices. More importantly, the platform supported key dimensions of learner autonomy, including self-regulation, goal-setting, and learning ownership. Despite minor technical challenges, students reported generally positive learning experiences. This study concludes that Google Sites–based e-portfolios represent an effective pedagogical tool for fostering learner autonomy in ESP instruction and offers practical implications for technology integration in discipline-specific language learning.
Examining AI-Enhanced Bilingual Scaffolding in Educational Technology English: Evidence from a Quasi-Experimental Study Andi Asrifan; La Sunra; K. J. Vargheese; Akhtem A. Dzhelilov; Sajed S. Ingilan
Datokarama English Education Journal Vol. 7 No. 2 (2026): July-December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i2.158

Abstract

This study examined AI-enhanced bilingual scaffolding in Educational Technology English within an ESP framework. It investigated whether strategic bilingual mediation and AI-assisted feedback were associated with higher student engagement and higher-order learning than traditional instruction. Using a quasi-experimental pretest-posttest non-equivalent control group design, the study involved 84 undergraduate students from an Indonesian Educational Technology program. Two intact classes were assigned as experimental and control groups. Data were collected through a student engagement scale, higher-order learning performance assessment, classroom observation checklists, and reflection logs. The data were analyzed using descriptive statistics, independent-samples t-tests, gain-score analysis, effect-size estimates, and thematic interpretation. The findings showed that the experimental group achieved greater gains in cognitive engagement (gain = 1.27; d = 1.46) and creation skills (gain = 18.7; d = 1.52), with significant between-group differences (p < .001). Qualitative findings suggested that AI functioned as a cognitive partner, supported bilingual conceptual transfer, reduced anxiety, and increased linguistic confidence. The study contributes to scaffolding and bilingual pedagogy by proposing an AI-enhanced bilingual co-scaffolding model for ESP curriculum design, AI literacy integration, and lecturer professional development.
Co-Authors Andi Asrifan Asrifan, Andi K. J. Vargheese La Sunra Luis Miguel Oliviera De Barros Cardoso Musdalifah Musdalifah Sajed S. Ingilan