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All Journal Journal of English Language Teaching and Linguistics ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Sako, Takayoshi
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Education Languange, Linguistic, Communication & Media

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Enhancing Critical Thinking through AI-Assisted Collaborative Task-Based Learning: A Case Study of Prospective Teachers in Japan Sako, Takayoshi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1319

Abstract

This study explores the potential of integrating generative AI into collaborative task-based language learning to foster critical thinking (CT) skills in computer-assisted learning environments. Employing a mixed-methods approach, the research examines the experiences of 18 pre-service teachers engaging in AI-assisted collaborative activities. Quantitative analysis of the Critical Thinking Disposition Scale and qualitative analysis using the modified grounded theory approach (M-GTA) reveal that AI tools can alleviate collaboration challenges by bridging perceptual gaps, clarifying objectives, and promoting deeper understanding. The findings suggest that AI-assisted collaborative learning enhances students’ intellectual autonomy, creativity, and digital literacy skills. However, the effectiveness of AI tools in fostering collaboration depends on their proper application, the supportive role of educators, and the careful design of evaluation criteria. The study emphasizes the importance of balancing the use of AI tools with authentic language production and highlights the crucial role of educators in moderating discussions and providing guidance where AI tools may have limitations. While the findings offer valuable insights, the study acknowledges its limitations and recommends future research to explore the impact of AI-assisted collaborative learning on CT with larger and more diverse samples.
How Did Students Perceive Classroom Learning under Strict COVID-19 Pandemic Closures and Restrictions? Sako, Takayoshi
English Education:Journal of English Teaching and Research Vol 6 No 2 (2021): English education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v6i2.16394

Abstract

The COVID-19 pandemic of 2020 required strict infection prevention measures worldwide, including school closure. After school reopened, we implemented Japan’s strict COVID measures, under which close contact in pairs or groups, as well as vocalizing in unison, was proscribed, with students having to remain quiet and face the blackboard. This study’s aim is to answer the question of how students felt about learning under such extreme constraints. One of the most noticeable findings from the responses to the survey of the 2020 class was that they felt the lack of collaborative learning experiences; hence, in 2021, we implemented changes that would allow for more collaboration while still adhering to COVID prevention guidelines. Among the various collaborative learning activities in the classroom, students reported that they found value in debate activities that challenged their English language skills and critical thinking. Overall, however, students found comfort and value in a semblance of learning with their peers. It was concluded that even in a volatile and uncertain situation, such as a pandemic, it is crucial to improve environments for collaborative learning. In the future, quantitative study of the impact of collaborative learning on students’ English proficiency will be a useful follow-up study.
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