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All Journal ELS Journal on Interdisciplinary Studies in Humanities Journal of Pragmatics Research JOLLT Journal of Languages and Language Teaching Jurnal Educative: Journal of Educational Studies UNNES International Conference on ELTLT International Journal of Educational Best Practices Prosiding Seminar Nasional Fakultas Tarbiyah dan Ilmu Keguruan UIAD Proceeding International Conference Of Innovation Science, Technology, Education, Children And Health Proceeding International Conference Of Innovation Science, Technology, Education, Children And Health
FX. Risang Baskara
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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ChatGPT and Critical Digital Pedagogy: Examining the Potential and Challenges for Educational Practice FX. Risang Baskara
Proceeding International Conference Of Innovation Science, Technology, Education, Children And Health Vol. 4 No. 1 (2024): Proceeding of The International Conference of Inovation, Science, Technology, E
Publisher : Program Studi DIII Rekam Medis dan Informasi Kesehatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icistech.v4i1.80

Abstract

The infusion of technology in teaching and learning has opened up new ways to engage and educate and stimulated discussions over its role in perpetuating social divides while creating uneven distributions of power. In doing so, this study provides a theoretical lens on the potential ways in which ChatGPT and critical digital pedagogy intersect around technology affordances to support community-engaged, critically oriented teaching practice. Grounded in critical pedagogy and a theoretical framework informed by the basic tenets of ChatGPT, this research seeks to explore how it addresses issues that underpin critically oriented digital teaching practices rooted in dialogue & empowerment, and social justice. This scholarly contribution addresses an existing gap in the literature by exploring the interplay between ChatGPT and critical digital pedagogy, providing discerning contemplations on how technology can stimulate more engaged, vital, and socially equitable educational modalities. Drawing on previous research and methodologies, the present study unpacks associations between ChatGPT and critical digital pedagogy. Key findings from this exploration show ChatGPT as an essential benefit of reflection practices for empowerment and justice in the digital learning area. The implications of these findings are substantial for educators, researchers and policymakers wishing to foster more equitable educational practices in the digital age.
ChatGPT and Google Gemini in EFL Education: A Qualitative Exploration of Pedagogical Efficacy among Indonesian Sophomores Baskara, FX. Risang
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.9926

Abstract

As generative language models like ChatGPT and Google Gemini gain prominence in education, their efficacy in specific contexts, such as Indonesian English as a Foreign Language (EFL) instruction, still needs to be explored. This study investigates the pedagogical affordances and constraints of these models as perceived by Indonesian EFL sophomores, aiming to understand their contribution to active learning in language acquisition. Using a qualitative approach, we conducted open-ended questionnaires with 40 sophomore students from an Indonesian university's English department. Thematic content analysis was employed to analyse the data. Findings reveal that ChatGPT offers authentic conversational simulations and versatile content-based instruction, while Google Gemini's strength lies in its multilingual capabilities. However, limitations such as linguistic complexity and rigid conversational structures were also identified. The study suggests these models can enhance active learning experiences, particularly in conversational practice and interdisciplinary content exploration, though their efficacy depends on factors like learner proficiency and internet access. We conclude that integrating these models into EFL instruction requires careful consideration of their affordances and limitations. This study contributes culturally-specific insights to AI in education research, with implications for curriculum designers, educators, and policymakers in developing countries, emphasising the need for adaptive and inclusive approaches in AI-enhanced EFL education.
Co-Authors Anindita Dewangga Puri