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Learner’s perception of task difficulties in technology-mediated task-based language teaching Butarbutar, Ranta
Englisia: Journal of Language, Education, and Humanities Vol 9, No 1 (2021)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.10079

The perception of learners can be used for evaluating task-based language teaching development. However, during the technology-mediated task-based language teaching (TBLT), learners faced a few difficulties. Thus, this study aimed to investigate learners’ perceptions of task difficulties in technology-mediated (TBLT). To collect data, the study used a quantitative design with an open-ended questionnaire, and, involved two hundred learners as participants who came from different departments at the university. The results strongly confirmed that incorporating technology into TBLT leads learners to face some difficulties in (1) understanding the meaning of the task, (2) practical instruction in doing tasks, (3) applying new technology to explore profound tasks further, (4) lack of direct lecturer feedback on student tasks, (5) performance assessment, (6) addressing learners’ needs, (7) goal orientation, (8) digital literacy, building knowledge, intellectual, and behavior, and (9) school and curriculum rules. Furthermore, the study preferred some strategies to solve learners' difficulties in TBLT, such as managing teaching materials to become easier and more interesting, referring technology integration to learners’ ability, implementing bring your own device (BYOD), improving classroom assessment, teachers broadening technology-mediated, task-based learning internships, and facilitating learners with compatible technology tools and stable internet connection.

Artificial intelligence for language learning and teaching: A narrative literature study Butarbutar, Ranta
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23211

The purpose of this study was to examine teachers' beliefs, the factors that influence the use of AI tools, and the advantages, disadvantages, opportunities, and threats of artificial intelligence in language learning and teaching. To accomplish this, the study used a narrative literature review and ATLAS.ti 9 to analyze the data. The results of the study showed that teachers believed that Artificial Intelligence in Language Learning and Teaching (AILLT) included assessing student needs, developing appropriate learning resources, promoting collaboration among resources, providing real-time assessment tools to improve the educational process, and increasing teaching efficiency and effectiveness. Second, AI tools for writing tools, including Paperpal, Quillbot, Jenni AI, ChatGPT, Elicit, as well as in applications to improve speaking skills, such as Speeko and Vocaroo, and "Siri and Say It" for listening and pronunciation skills. Third, factors that may influence students' use of AI-based language learning tools include adaptability, engagement, motivation, autonomy, immediate or direct feedback, accessibility and inclusivity, and teacher and parent support. This research found that AI enhances accessibility, adaptability, personalization, and immediate feedback, but it also has limitations, such as dependence on technology, inadequate human interaction, limited contextual understanding, and algorithmic biases. In addition, AILLT faces potential threats such as quality control, privacy concerns, and job or task displacement. Narrative literature studies provide theoretical insights, and it is expected that future studies at different levels of language learning will incorporate empirical evidence from experimental and case study-based research.

Learner’s perception of task difficulties in technology-mediated task-based language teaching Butarbutar, Ranta
Englisia Journal Vol 9 No 1 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.10079

The perception of learners can be used for evaluating task-based language teaching development. However, during the technology-mediated task-based language teaching (TBLT), learners faced a few difficulties. Thus, this study aimed to investigate learners’ perceptions of task difficulties in technology-mediated (TBLT). To collect data, the study used a quantitative design with an open-ended questionnaire, and, involved two hundred learners as participants who came from different departments at the university. The results strongly confirmed that incorporating technology into TBLT leads learners to face some difficulties in (1) understanding the meaning of the task, (2) practical instruction in doing tasks, (3) applying new technology to explore profound tasks further, (4) lack of direct lecturer feedback on student tasks, (5) performance assessment, (6) addressing learners’ needs, (7) goal orientation, (8) digital literacy, building knowledge, intellectual, and behavior, and (9) school and curriculum rules. Furthermore, the study preferred some strategies to solve learners' difficulties in TBLT, such as managing teaching materials to become easier and more interesting, referring technology integration to learners’ ability, implementing bring your own device (BYOD), improving classroom assessment, teachers broadening technology-mediated, task-based learning internships, and facilitating learners with compatible technology tools and stable internet connection.

Artificial intelligence for language learning and teaching: A narrative literature study Butarbutar, Ranta
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23211

The purpose of this study was to examine teachers' beliefs, the factors that influence the use of AI tools, and the advantages, disadvantages, opportunities, and threats of artificial intelligence in language learning and teaching. To accomplish this, the study used a narrative literature review and ATLAS.ti 9 to analyze the data. The results of the study showed that teachers believed that Artificial Intelligence in Language Learning and Teaching (AILLT) included assessing student needs, developing appropriate learning resources, promoting collaboration among resources, providing real-time assessment tools to improve the educational process, and increasing teaching efficiency and effectiveness. Second, AI tools for writing tools, including Paperpal, Quillbot, Jenni AI, ChatGPT, Elicit, as well as in applications to improve speaking skills, such as Speeko and Vocaroo, and "Siri and Say It" for listening and pronunciation skills. Third, factors that may influence students' use of AI-based language learning tools include adaptability, engagement, motivation, autonomy, immediate or direct feedback, accessibility and inclusivity, and teacher and parent support. This research found that AI enhances accessibility, adaptability, personalization, and immediate feedback, but it also has limitations, such as dependence on technology, inadequate human interaction, limited contextual understanding, and algorithmic biases. In addition, AILLT faces potential threats such as quality control, privacy concerns, and job or task displacement. Narrative literature studies provide theoretical insights, and it is expected that future studies at different levels of language learning will incorporate empirical evidence from experimental and case study-based research.

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