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All Journal International Journal of Research in Counseling and Education Electronic Journal of Education, Social Economics and Technology
Aditia, Gilang Rizkia
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The role of online learning environment on the students' basic psychological needs satisfaction during the Covid-19 pandemic Aditia, Gilang Rizkia; Dahlan, Tina Hayati; Ilfiandra, Ilfiandra
International Journal of Research in Counseling and Education Vol 5, No 2 (2021): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.74 KB) | DOI: 10.24036/00449za0002

Abstract

The transition of learning systems during pandemic is one of the factor causing the inability to fulfill psychological basic needs satisfaction that are oriented on the low level of student self-determination such as self-regulation, self-confidence and responsibility. The focus of study in this article to explain the role ofonline learning process towardstudents’ autonomy, competence and relatedness satisfaction based on the perspective of cognitive evaluation theory. This theory is used to find out how the online learning environment can facilitate and support students’ basic psychological needs satisfaction and the intrinsic motivation level influenced by exsternal, interpersonal and intrapersonal factors. The method in this article used narrative literature review. Through a literature review, researcher can determine what factors can build student self-determination in online learning process. The findings showed social context and teacher facilitating in online learning environment play important in encouraging and maintain students intrinsic motivation to fulfill the level of students’ autonomy, competence and relatedness satisfaction in doing online learning activity.
Mapping The Use of ChatGPT to Support Reading Comprehension in EFL Context: A Scoping Review Aditia, Gilang Rizkia; Ilu, Notburga Astriviana; Arum, Titis Arum
Electronic Journal of Education, Social Economics and Technology Vol 6, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i1.974

Abstract

This study systematically examined the integration of ChatGPT in enhancing reading comprehension within English as a Foreign Language (EFL) pedagogy through a scoping review of scholarly literature. Adopting a qualitative approach guided by the Arksey and O’Malley framework, studies were sourced from indexed databases including ERIC, Web of Science, and Scopus via Google Scholar covering publications from 2021 to 2025. Study selection adhered to PRISMA-ScR guidelines developed by Tricco et al. to ensure methodological rigor and transparency. From thirty-four articles, fifteen were retained based on inclusion criteria: EFL instructional context, explicit use of ChatGPT for reading, and empirically grounded findings. Thematic analysis revealed that ChatGPT contributes to improved reading comprehension, student motivation, learner engagement, and AI literacy by facilitating personalized and adaptive instructional interactions. Nevertheless, the research remains constrained by short-term designs, limited exploration of prompting strategies, and lack of integration with pedagogical frameworks such as the Zone of Proximal Development (ZPD). Ethical concerns, including information validity, learner dependency, and digital literacy, are also underexplored. This review offers a systematic contribution, illuminating both the potential and unresolved challenges of ChatGPT integration in EFL reading instruction, and provides a foundation for future inquiries prioritizing contextual relevance, theoretical alignment, and ethical responsibility.
Co-Authors Arum, Titis Arum Ilfiandra Ilfiandra Ilu, Notburga Astriviana Tina Hayati Dahlan, Tina Hayati