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p-Index From 2021 - 2026
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All Journal International Journal of Pedagogy and Teacher Education Muslim Education Review Studies in English Language and Education
Rodgers, Adrian
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Nature and Process of Meaning-Making in Text-Based Classroom Discussion of an American Islamic School Parlindungan, Firman; Rodgers, Adrian
Muslim Education Review Vol. 2 No. 2 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i2.194

Abstract

This study aimed to uncover how elementary school students and their teacher make meaning as they participate in text-based classroom discussion at an American Islamic school. One English language art teacher and 20sixth grade students participated in this study. We employed a case study design with classroom observation, field notes and documentation as tools for data collection. The gathered data were analyzed qualitatively. We found that the classroom talks in discussing textual information followed the traditional I-R-E (Initiate-Respond-Evaluate) pattern in which the teacher held control over turn-taking opportunities and interpretive authority. The students’ participations in this discourse were restricted to remembering facts, rules and procedures found in the text in which their responses were limited and brief. In contrast, the classroom talks about extratextual information as well as about Islamic knowledge and values were more dialogic in which the conversational flow was not directed by the teacher. The students’ responses were longer with elaborated explanation or reasoning to support their position. Their Islamic cultural backgrounds and practices also enabled them to extend the discussion and make better sense of the text. These findings indicate that teachers’ didactic strategy in conducting text-based classroom discussion shapes whether students would have meaningful interaction or not. We subscribe to the view that meaning of text and knowledge construction are not solely derived from the text or defined by one person. Instead, they can be co-constructed in dialogic discussion that challenges various voices, tensions and conflicts between members of the class.
Does it really help? Exploring the impact of Al-Generated writing assistant on the students English writing Rahmi, Regina; Amalina, Zahria; Andriansyah, Andriansyah; Rodgers, Adrian
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35875

Abstract

The increasing use of tools that assist English as a Foreign Language (EFL) learners in achieving writing fluency has drawn attention to the rapidly evolving role of AI in education. This study evaluates an AI-generated writing assistant in English language learning, that is the ParagraphAI text generator, focusing on its potential impact and effectiveness for L2 learners writing skills. This AI-powered writing software curates writing content according to writers preferences. Four seventh-semester EFL students were selected using homogeneous purposive sampling. Data collection involved tests and questionnaires, with subsequent analysis including text comparison to measure Lexical Diversity indices, followed by descriptive analysis. The results indicate that while the AI writing assistant aids in correcting grammatical errors and enhancing text cohesion and coherence, it lacks content density at times. In some instances, the intended message and thoughts of the students were not effectively conveyed, leading to the inclusion of ideas unrelated to the initial topic. This study underlines the importance of considering linguistic and content-related aspects in evaluating AI-generated writing assistants. While the tool enhances grammatical accuracy and structural coherence, further refinement is needed to address deficiencies in content density. The analysis of four seventh-semester EFL students offers valuable insights into the evolving AI in education, prompting considerations for optimizing these tools to better meet the diverse needs of language learners and educators.
Determinants Affecting Students’ Satisfaction In The Use of Learning Management Systems on Instructional Content, Interaction, and Accessibility Setiawan, Budi; Rodgers, Adrian
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i2.89853

Abstract

An Learning Management Systems (LMS) is important in boosting knowledge acquisition and information management in the digital world. This investigation examines factors affecting students' satisfaction with each aspect of the LMS instructional content, interaction, and accessibility. Using a quantitative research design, data was collected through an online survey from 104 undergraduate students at Universitas Pendidikan Indonesia. The results showed that over half of the participants were satisfied or highly satisfied with LMS features such as interaction, accessibility, and instructional content. 89.4% of students were satisfied with direct communication from the LMS in interaction. When asked about accessibility, 99% of respondents praised the platform's flexibility and ease of use. For the instructional component, 90 percent of students expressed satisfaction with the quality and accessibility of the materials provided. These findings are significant for educational institutes to enhance learning management system features as per user requirements, enabling more flexible and interactive learning approaches. Research related to learning management systems introduced at a tertiary institution to improve learning effectiveness during the pre- and post-COVID-19 period requires deep analysis, including different particulars shaped in the higher education landscape by the impact of the pandemic. This study significantly contributes to developing technology-based education policies in the digital age.
Co-Authors Andriansyah Andriansyah Budi Setiawan Firman Parlindungan Regina Rahmi Zahria Amalina