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All Journal Perspective Jurnal Pendidikan Bahasa Inggris Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture International Journal of Language Teaching and Education Academic Journal Perspective : Education, Language, and Literature Indonesian Journal of Innovation and Applied Sciences (IJIAS) Academic Journal Perspective : Education, Language, and Literature Studies in English Language and Education
Roghibatul Luthfiyyah
Universitas Swadaya Gunung Jati
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences

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A Study on English Students' Perception Regarding the AI Implementation on Listening and Speaking Skills Azzahra, Naziha; Tri Widiastuti, Pina; Sopyani, Nopi; Luthfiyyah, Roghibatul; Dwiniasih
Indonesian Journal of Innovation and Applied Sciences (IJIAS) Vol. 4 No. 2 (2024): June-September
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijias.v4i2.1466

Abstract

Listening and speaking teaching have always been weak links in English teaching. The emergence of the intelligent learning system breaks the traditional learning method in the classroom, allowing students to obtain learning resources anytime, anywhere, free from fixed time and fixed space. This study aims to know student perceptions of English educational students regarding the implementation of AI to increase listening and speaking skills and to know the limitations and difficulties English education students face while using Duolingo and ELSA Speak applications. We conducted a reflection and semi-structured interview among undergraduate English education students in West Java. A total of 6 participants and all of them are 7th semester English Language Education students. The majority of them agree that AI can increase listening and speaking skills, especially Duolingo and ELSA Speak. Even though there are a lot of limitations and difficulties that need to be considered, such as having a stable internet connection and storage capacity, the student still mentioned that Duolingo and ELSA Speak are great applications for improving listening and speaking skills.
Exploring Student Speaking Competence Through Role-Based Differentiated Assessment in Project-Based EFL Learning Fauziyah, Jihan; Luthfiyyah, Roghibatul; Dwiniasih, Dwiniasih
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.58473

Abstract

Differentiated assessment has been proposed to accommodate students’ diverse roles and abilities in collaborative speaking activities. However, speaking instruction in many EFL classrooms still relies on memorized dialogues and uniform assessment, limiting fairness and authentic evaluation of communicative competence. Moreover, few studies have integrated Project-Based Learning (PjBL) and differentiated assessment into a role-based speaking assessment framework from students’ perspectives. This study explored the implementation of role-based differentiated speaking assessment in PjBL, students’ speaking performance across communicative roles, their perceptions of the assessment process, and its challenges and benefits. A qualitative case study was conducted with ten senior high school students in an English Club Program in West Java. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis with data triangulation. The findings showed that role-aligned assessment fostered different competencies: fluency, vocabulary, and clarity among presenters, and interactional and facilitation skills among moderators. Students also reported greater confidence, participation, and perceptions of fairness despite speaking anxiety and role-related cognitive demands. This study offers a novel integration of role-based differentiated assessment within PjBL and provides pedagogical implications for more equitable and authentic speaking assessment in EFL classrooms. However, the small sample, single-site English Club context, and focus on only two roles limit the generalizability of the findings.
EFL secondary teachers Roghibatul Luthfiyyah; Iin Wariin Basyari; Dwiniasih Dwiniasih
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2101

Abstract

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.
Co-Authors Aisyah Aisyah Aljabari, Muhammad Saddam Husein Azzahra, Naziha Bambang Yudi Cahyono Bella Maharani Bhestari Dwiniasih Dwiniasih Farah Sukmawati Wahidah Fauziyah, Jihan Francisca Maria Ivone Gunadi Harry Sulistyo Gusti Nur Hafifah Iin Wariin Basyari Laena Kusuma Perdani Laena Kusuma Perdani, Laena Kusuma Nunung Suryati Sintha Tresnadewi Sopyani, Nopi Tri Widiastuti, Pina