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All Journal EDUCAFL : E-Journal of Education of English as a Foreign Language Acuity : Journal of English Language Pedagogy, Literature and Culture ELITE Journal: Journal of English Linguistics, Literature, and Education ELTR Journal Journal of Language and Literature Studies Journal of English Teaching and Linguistic Issues (JETLI) Educalingua Journal
Wijaya, Kristian
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts Wijaya, Kristian; Olaifa, Adeseko Sunday; Adeoye, Moses Adeleke
Educalingua Journal Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.581

Abstract

One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers.  
Empowering EFL Learners’ Writing Skills through the Employment of Automated Peer Feedback Wijaya, Kristian; Iliasu, Samuel Femi; Obi, Sabina Nwakaego
Educalingua Journal Vol. 3 No. 2 (2025): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i2.1964

Abstract

Effective feedback provision is essential for enhancing EFL learners’ writing proficiency. Therefore, second language educators need to explore more varied and productive approaches to delivering writing feedback that supports learners’ continuous development. In this regard, the integration of automated peer feedback has emerged as a significant innovation in modern second language writing instruction. It enables learners to acquire richer insights, linguistic knowledge, and writing competencies through digitally mediated peer commentaries. This library-based study employed thematic analysis to examine 30 previously published studies on automated peer feedback. The analysis allowed the researcher to identify recurring themes and interpret relevant findings systematically. The main objective of this investigation was to explore how automated peer feedback empowers EFL learners’ writing skills. The findings revealed that automated peer feedback enhances learners’ writing development by fostering student-centered engagement and collaborative learning environments.
The Benefits of Artificial Intelligence Tools in Modern EFL Reading Learning Enterprises wijaya, kristian
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 3 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

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Abstract

Abstract In this ever-changing world, our educational systems have undergone a dramatic transformation with the widespread adoption of technologically driven learning tools. To that end, artificial intelligence tools have garnered considerable attention from researchers in recent years due to their applicability, feasibility, and relevance to EFL learners’ specific learning needs. The researcher undertook this small-scale library investigation to unravel the benefits of artificial intelligence tools in modern EFL reading learning enterprises. Thus, the researcher capitalized on a thematic analysis approach while analyzing findings of 30 previously-published AI-based reading learning studies. The main reason for incorporating a thematic analysis approach is to generate more robust, believable, and comprehensible results, as the analyzed data was clustered into pertinent themes. From the thematically-categorized findings, artificial intelligence tools are valuable learning assistances to be further implemented in modern EFL reading learning dynamics as they enhance reading competence, strategy development, motivational, and engagement among second language learners. Keywords: Technology; artificial intelligence; EFL reading; library study; thematic analysis.
Co-Authors Adeoye, Moses Adeleke Iliasu, Samuel Femi Obi, Sabina Nwakaego Olaifa, Adeseko Sunday