Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal ENGLISH FRANCA : Academic Journal of English Language and Education IDARAH : Jurnal Pendidikan dan Kependidikan Global Educational Research Review
Obaid, Ahmed J.
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Improving Students Academic Writing Quality by Using ICT Online Tools at English Tadris Study Program in IAIN Curup Hidayah, Jumatul; Prihantoro, Prihantoro; Apriani, Eka; Patil, Atul Bansilal; Obaid, Ahmed J.; Durgayan, Alesa; Zulihi, Zulihi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 1 May (2024): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i1 May.10201

Abstract

The complexities of academic writing need the efficient use of ICT tools to assist English students in writing. The current study focused on the above discussion. The purpose of this study was to investigate the usage of ICT tools for English academic writing, as well as their usefulness. 50 students from IAIN Curup's English department were recruited to participate. This study's data were gathered using an explanatory sequential mixed-method design via questionnaires, interviews, and student artifacts. Data were examined using both quantitative and qualitative criteria. In terms of ICT tools, this study discovered that students used a variety of online resources to improve the quality of their academic writing, including citation tools, search engines, editing tools, translation tools, monolingual and bilingual dictionaries, and a bilingual concordancer. In terms of the usefulness of ICT tools, this study discovered that online resources benefited students in a variety of ways when conducting their English academic writing assignments. As a result, using editing software, students were able to maintain proper grammar and sentence flow. The translation tool was another great resource that enabled students to broaden their vocabulary in order to speak successfully in a range of situations and registers. Students can learn more by utilizing search engines on their own. They could uncover statistics to back up their writing. In a nutshell, the use of digital tools improved the quality of students' English academic writing.
Transforming Online Learning Management: Generative Models on ChatGPT to Enhance Online Student Engagement Scale (OLE) Al Yakin, Ahmad; Muthmainnah, Muthmainnah; Apriani, Eka; Obaid, Ahmed J.; Elngar, Ahmed A.
Idarah: Jurnal Pendidikan dan Kependidikan Vol. 7 No. 2 (2023): Idarah: Jurnal Pendidikan dan Kependidikan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v7i2.1514

Abstract

Artificial Intelligence (AI) technology in education is rising, with ChatGPT, an advanced AI chatbot developed by OpenAI, gaining popularity. This study focuses on exploring the potential of ChatGPT in enhancing academic learning in sociology and politics. Using a quantitative research approach, the study examines student engagement with ChatGPT in an educational setting. The research was conducted with 23 fourth-semester undergraduate students in early 2023. The findings indicate that ChatGPT generates enthusiasm and high levels of student engagement, facilitating activities such as idea exchange, discussions, analysis, and motivation. However, the integration of ChatGPT in education requires well-defined strategies and pedagogical approaches that prioritize critical thinking skills and access to fact-checking resources. The study suggests future research directions to ensure the responsible use of chatbots like ChatGPT in academic environments. Although challenges exist, such as potential bias, the need for human oversight, and risks of misuse, effective management can overcome these obstacles. Leveraging AI in education offers opportunities for students to develop an early understanding of social biases, critical elements, and risks associated with AI implementation. The study concludes with recommendations for addressing these challenges and promoting the ethical use of ChatGPT in education.
Impact of AI-Powered ChatBots on EFL Students' Writing Skills, Self-Efficacy, and Self-Regulation: A Mixed-Methods Study Apriani, Eka; Cardoso, Luis; Obaid, Ahmed J.; Muthmainnah, Muthmainnah; Wijayanti, Erfin; Esmianti, Farida; Supardan, Dadan
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-8

Abstract

Purpose – The study explores the impact of AI-powered ChatBots on English as a Foreign Language (EFL) students' writing skills, self-efficacy, and self-regulation. Given the rapid integration of digital tools in education, particularly in language learning, the research aims to fill a gap in understanding how ChatBot technology can enhance writing abilities, address psychosocial factors, and support self-regulated learning among EFL students. Design/Methods/Approach – A sequential explanatory mixed-methods approach was employed, involving 40 EFL students from IAIN Curup. Participants were divided into a control group (traditional writing instruction) and an experimental group (ChatBot-assisted instruction). Quantitative data on writing proficiency, self-efficacy, and self-regulation were collected through pre- and post-tests, followed by qualitative insights gathered through semi-structured interviews with the experimental group. Statistical analysis, including paired t-tests and ANCOVA, was used to assess differences between groups. Findings – The results revealed that students using ChatBots showed significant improvements in writing proficiency (post-test scores increased from 55.84 to 88.92), self-efficacy (from 20.46 to 30.38), and self-regulation (from 14.51 to 19.65). Interviews highlighted increased confidence, motivation, and engagement among students, though concerns about over-reliance on ChatBots and the risk of plagiarism were noted. Originality/Value – This research offers new insights into the use of AI-powered ChatBots in enhancing EFL students' writing skills, self-efficacy, and self-regulation. It addresses gaps in the literature by focusing on the psychosocial factors influencing writing performance and the potential benefits and drawbacks of AI integration in education. Practical Implications – The findings suggest that educators can use ChatBots to improve writing instruction, fostering autonomy and providing immediate feedback. However, strategies must be developed to avoid over-reliance on AI tools, ensuring students maintain creativity and critical thinking. Keywords AI-powered ChatBots, EFL writing, self-efficacy, self-regulation, language learning. Paper type Research paper
Co-Authors al yakin, ahmad Cardoso, Luis Durgayan, Alesa Eka Apriani, Eka Elngar, Ahmed A. Farida Esmianti Jumatul Hidayah, Jumatul Muthmainnah Muthmainnah Patil, Atul Bansilal Prihantoro Prihantoro Supardan, Dadan Wijayanti, Erfin Zulihi, Zulihi