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All Journal EDUTEC : Journal of Education And Technology Educazione: Journal of Education and Learning
Zuhairi, Alfan
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The Correlation between Content Schemata, Linguistic Schemata and Reading Comprehension of Foreign Language Learners Roziqin, Zainul; Zuhairi, Alfan; Mistar, Junaidi
EDUTEC : Journal of Education And Technology Vol 6 No 3 (2023): March 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v6i3.431

Abstract

Reading is a complicated process that involves the reader's engagement with the text to develop meaning. Language proficiency is regarded to be more significant and to contribute more to reading comprehension in reading a second language or a foreign language than other aspects. This study is aimed at to measure which of the content schemata and linguistic schemata contributes the most to reading comprehension. The study was carried out in a sample of 35 English students of the first semester at Foreign Language Class in Al-Qolam Islamic Institute Gondanglegi Malang. The data collection involved two instruments, namely self-assessment, linguistic test and reading comprehension test. To achieve the purpose of the present study, the data were analyzed by using simple correlation with the help of SPSS 16. The result of the computation of simple correlation showed that linguistic schemata contribute more to reading comprehension. The effect analysis of the combined predictors and reading comprehension indicating significance at .000. Simple regression correlation calculations required a significance level of less than 0.05. In other words, there was a correlation between content schemata, linguistic schemata and reading comprehension. EFL teaching professionals and other scholars who intend to study relevant subjects in future research are addressed in suggestions made based on the results.
The Role of Automated Writing Assessment: University Students’ Views on Writing Performance and Self-Regulation Rohmah, Ita Sari Ziadah; Zuhairi, Alfan
Educazione: Journal of Education and Learning Vol. 3 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.1192

Abstract

This study investigates how artificial intelligence (AI) supports students’ self-regulated writing (SRW) practices in academic contexts, particularly in thesis writing. Adopting a qualitative case study design, the research involved six final-year students in an English Language Education program, selected through purposive sampling to represent varying levels of AI reliance. Data were collected through Likert-scale questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. The findings indicate that students predominantly use AI tools for text-processing tasks such as grammar correction, paraphrasing, and translation, which contribute to improved writing accuracy, efficiency, and confidence. However, AI is less consistently utilized for higher-order processes, including idea development and progress monitoring, reflecting varied levels of metacognitive engagement. The results also reveal that students strongly prefer combining AI-generated feedback with input from teachers and peers, particularly for conceptual and substantive revisions. While AI enhances motivation and supports certain aspects of self-regulation, concerns about over-reliance and reduced critical engagement persist. These findings suggest that AI functions most effectively as a complementary tool within a broader pedagogical framework rather than as a substitute for human interaction. The study highlights the importance of integrating AI literacy and metacognitive training into academic writing instruction to ensure that students can use AI tools critically and strategically.
Co-Authors Alfan Zuhairi Junaidi Mistar Rohmah, Ita Sari Ziadah Roziqin, Zainul Zahroh, Fatimatus