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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Datokarama English Education Journal (deejournal) INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
K. J. Vargheese
Christ College (Autonomous) Irinjalakuda, Kerala, India
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
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: 10.24239/8p1wbs54

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 Akhtem A. Dzhelilov Andi Asrifan Asrifan, Andi La Sunra Luís Miguel Oliveira de Barros Cardoso Maemuna Muhayyang Raveenthiran Vivekanantharasa Sajed S. Ingilan