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All Journal EXPOSURE JOURNAL Jurnal Pendidikan Usia Dini JELLT (Journal of English Language and Language Teaching) Language Literacy: Journal of Linguistics, Literature, and Language Teaching JURNAL PENA EDUKASI Prologue: Journal on Language and Literature Journal of English Language and Education Anglophile Journal Indonesian Community Journal Indonesian Journal of EFL and Linguistics Journal of Learning and Technology GLENS: Global English Insights Journal
Siti Hadianti
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Tutors’ Paradox on ChatGPT Assistance in English as a Foreign Language Distance Learning Environments Siti Hadianti
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2209

Abstract

Distance learning has been one way to provide accessible education across Indonesia's vast geographical area and dense population. However, the emergence of artificial intelligence (AI), particularly ChatGPT with its free access, may have disrupted the reciprocal learning process between the tutor as an online lecturer and the students. This research involved 42 active tutors from the English Education Department at Universitas Terbuka (UT), the only open and distance learning university in Indonesia. With more than 650.000 students, the university relies heavily on online tutorials (Tuton), in which student-tutor interaction has been significantly influenced by the presence of ChatGPT. By gathering data through open and closed-ended questionnaires and analyzing it using a mixed-methods approach, the study revealed a contrast in perspectives among tutors, which the researchers refer to as a ‘paradox of perspective’. This condition presents with the fact that the tutors were struggling to identify the AI used, even though they seemed to show they could adjust to the situation. They also questioning the authenticity of students work yet unable to detect the ChatGPT intervention.  The finding might imply an urge for a distance learning institution like UT to address the issue. There are two major recommendations from the tutor by having a guideline for ChatGPT usage by the students and training for the tutor in dealing with the AI disruption.
Optimizing SIM-Aril as A Smart Feedback Engine for Academic Writing in Open and Distance Learning Milawati Milawati; Nuraziza Aliah; Maya Puspitasari; Dwi Rezki Hardianto Putra Rustan; Siti Hadianti; Dewi Wardah Mazidatur Rohmah
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 11(2), November 2026
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v11i2.1066

Abstract

Academic writing development in open and distance learning (ODL) environments remains challenging because students must independently regulate complex writing processes while receiving limited opportunities for continuous interaction and feedback. Existing digital learning platforms often emphasize assignment submission rather than supporting writing development as an iterative process involving planning, feedback utilization, reflection, and revision. This study aimed to develop and evaluate SIM-Aril as an online portfolio-based self-regulated feedback platform for supporting academic writing development in an ODL context. This study employed a Research and Development (R&D) design involving needs analysis, platform development, validation, implementation, and evaluation. Data were collected from 122 students and 38 tutors through self-regulated writing questionnaires, tutor competency questionnaires, expert evaluation, and qualitative responses. Quantitative data were analyzed using descriptive statistics, reliability analysis, correlation analysis, regression analysis, and exploratory factor analysis, while qualitative data were analyzed thematically. The findings demonstrate that SIM-Aril supported academic writing development through the integration of digital portfolio assessment, tutor scaffolding, and student self-regulated writing processes. Students demonstrated strong engagement in revision, feedback utilization, metacognitive monitoring, and other writing regulation activities. Tutor evaluation indicated that academic writing supervision represented an important component supporting SIM-Aril implementation. The integrated findings show that SIM-Aril functions not merely as a digital submission platform but as a self-regulated feedback ecosystem that connects learner autonomy, instructional support, and formative feedback. This study contributes theoretically by extending digital assessment research through a model that integrates individual self-regulation, socially shared regulation, and feedback literacy within technology-supported academic writing environments. Practically, the findings suggest that effective digital assessment in ODL should be designed to support learning processes rather than only evaluate final outcomes.
Co-Authors Aisyah, Sitti Ananda, Refisa ANDAYANI ANDAYANI Ani Sumarni Bobi Arisandi Devi Ayuni Dewi Wardah Mazidatur Rohmah Dewi Wardah Mazidatur Rohmah Dewi Wardah Mazidatur Rohmah Dwi Rezki Hardianto Putra Rustan Henri Setiawan Hidayah Hidayah Ika Tri Yunianika Johanna B. S. Pantow Maya Puspitasari Milawati Milawati Nunung Supratmi Nuraziza Aliah Salah Khlief Almotairi Sandra Sukmaning Adji Siti Aisyah Sitti Jamilah Suryo Prabowo Widiasih Zakirman