Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of General Education and Humanities Foreign Language Instruction Probe
Zakky Yavani
UIN Siber Syekh Nurjati Cirebon
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Rethinking Web-Based Writing Instruction Pedagogy: A Critical Literature Review Amin Basir; Zakky Yavani
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1011

Abstract

This study aims to critically analyze the strategies, assessment practices, and challenges associated with web-based writing in EFL and ESL contexts, based on research published between 2015 and 2025. Using a Critical Literature Review (CLR) approach, the study systematically examined peer-reviewed journal articles, conference papers, and book chapters from reputable academic databases. The review identified key strategies that enhance learner engagement, such as collaborative writing tools, process-based approaches, and multimodal resources. Assessment practices have shifted toward formative, technology-enhanced methods, including peer feedback and digital portfolios, though issues related to validity and teacher readiness remain. Major challenges encountered include unequal access to digital tools, gaps in digital literacy, and academic integrity concerns. This review provides valuable insights for educators, learners, and researchers aiming to improve web-based writing instruction and assessment through informed, evidence-based practices.
Students’ Self-Reported Use of AI Chatbots in Vocabulary Learning: A Mixed-Methods Study in A Reading Course Zakky Yavani; Putri Dhini Apriliani; Khomarudin Khomarudin
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1546

Abstract

This study examines students’ self-reported integration of AI chatbots into vocabulary learning in the Literacy for Academic Purposes course by reporting on the usage of various vocabulary learning tasks. An explanatory sequential mixed-methods design was adopted. Quantitative data were collected from 82 third-semester English Education students with an 18-item self-reported questionnaire. Descriptive statistics were used for data analysis in IBM SPSS Statistics version 23. The qualitative phase involved semi-structured interviews with six students and one course lecturer, and the interview data were analyzed using the Braun and Clarke thematic analysis. The quantitative data reported that finding meaning in context, generating the meaning of a word, and reading comprehension were the most regularly used AI chatbots, whereas vocabulary consolidation and vocabulary application were reported the least. The qualitative data reported that the study participants mainly used AI chatbots to aid their comprehension of vocabulary while reading and that the study participants used AI chatbots the least to reinforce vocabulary and to engage in the productive use of language. Joint display analysis indicated that AI chatbot use was task-centered, and qualitative data reported the task-specific use of AI chatbots in vocabulary learning tasks. The findings of the study reported that the use of AI chatbots in vocabulary retrieval should be extended to the use of AI chatbots in vocabulary consolidation, the productive use of language, and the critical use of AI chatbots.
Co-Authors Amin Basir Khomarudin Khomarudin Putri Dhini Apriliani