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All Journal IJEE (Indonesian Journal of English Education) UC Journal: ELT, Linguistics and Literature Journal
Dira, Benito
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

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ANIMATED EDUCATIONAL VIDEOS AND EFL LEARNERS’ FOREIGN LANGUAGE ANXIETY Dira, Benito; Kuswandono, Paulus
UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 1 (2024): May 2024
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v5i1.8677

Abstract

Anxiety is known as foreign language anxiety when correlated to the learning of foreign languages. Animated educational videos can serve as excellent instruments for visually facilitating the courses. Although recent studies discussed the benefits of using video in educational activities and other similar subjects, only a few findings focused on the impact on EFL learners’ Foreign Language Anxiety. To provide a thorough description of the occurring phenomenon from the perspective of the research participants, the researchers used a qualitative approach. On the grounds of this, the researchers used convenience sampling as the preferred technique in collecting the sample, particularly comprehensive sampling. The research participants were 12 students of at the English Language Education Study Program (ELESP) of Sanata Dharma University. The data were collected through an online survey using an open-ended questionnaire and an online interview. The findings revealed that there were two results based on this research. First, the use of animated educational videos both increases anxiety and reduces anxiety. Nonetheless, it was also found that the animated educational videos did not boost nor decrease EFL learners' anxiety about foreign languages. Second, the researcher found that topic and video editing were the aspects that influenced the EFL learners.
ARTIFICIAL INTELLIGENCE FOR METACOGNITIVE KNOWLEDGE ENHANCEMENT: EFL LEARNERS’ PERCEPTIONS IN AN INDONESIAN UNIVERSITY Dira, Benito; Kuswandono, Paulus
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40961

Abstract

This study examines the understanding of English as a Foreign Language by master’s degree students about incorporating AI-driven applications into learning to boost their metacognitive knowledge at Driyarkara University (Pseudonym). The objectives explore the EFL learners’ understanding of digital applications for enhancing metacognition and their experiences utilizing the tools for enhancing metacognitive knowledge. Purposive-comprehensive sampling was utilized in mixed-method research. Twelve students from the first semester of the English Education Master Program (EEMP) were the research participants for the survey. Close-ended and open-ended responses were analyzed to discover the various impacts of AI-powered tools, such as Google Gemini and Chat GPT, which would be classified in the coding process. The unstructured interview transcripts were deciphered to detect EFL learners’ experiences using AI-powered tools to enhance metacognitive knowledge. The findings revealed that AI-powered tools could give learners insightful feedback, a personalized learning style, and more self-assessment opportunities. Enhancing metacognitive knowledge was needed to establish an effective way of thinking and construct critical thinking outcomes. This study also suggested that AI-powered tools provided EFL learners more flexibility to gather materials and search for further references.
ARTIFICIAL INTELLIGENCE FOR METACOGNITIVE KNOWLEDGE ENHANCEMENT: EFL LEARNERS’ PERCEPTIONS IN AN INDONESIAN UNIVERSITY Dira, Benito; Kuswandono, Paulus
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40961

Abstract

This study examines the understanding of English as a Foreign Language by master’s degree students about incorporating AI-driven applications into learning to boost their metacognitive knowledge at Driyarkara University (Pseudonym). The objectives explore the EFL learners’ understanding of digital applications for enhancing metacognition and their experiences utilizing the tools for enhancing metacognitive knowledge. Purposive-comprehensive sampling was utilized in mixed-method research. Twelve students from the first semester of the English Education Master Program (EEMP) were the research participants for the survey. Close-ended and open-ended responses were analyzed to discover the various impacts of AI-powered tools, such as Google Gemini and Chat GPT, which would be classified in the coding process. The unstructured interview transcripts were deciphered to detect EFL learners’ experiences using AI-powered tools to enhance metacognitive knowledge. The findings revealed that AI-powered tools could give learners insightful feedback, a personalized learning style, and more self-assessment opportunities. Enhancing metacognitive knowledge was needed to establish an effective way of thinking and construct critical thinking outcomes. This study also suggested that AI-powered tools provided EFL learners more flexibility to gather materials and search for further references.
Co-Authors Paulus Kuswandono