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This Author published in this journals
All Journal PANYONARA: Journal of English Education Educalingua Journal
Kristian Wijaya
Cita Hati International School
Education Languange, Linguistic, Communication & Media

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Journal : Educalingua Journal

 1 
Teaching Strategies Strengthening EFL Learners’ Self-Confidence in Speaking Learning Dynamics Kristian Wijaya
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.440

Abstract

Studies on effective speaking teaching strategies have caught mushrooming attention in these last two decades. This is not happening by incidental matters as globalized educationalists are still having arduous moments in devising more suitable, enjoyable, and relatable speaking learning strategies that can maximize EFL learners’ self-confidence. According to previous researchers, self-confidence is one of the propelling factors enabling EFL learners to gain more advanced communication proficiency levels since they possess a higher level of preparedness in confronting a wide variety of challenging speaking learning enterprises. This small-scale library study employed a thematic analysis approach while analyzing a certain number of identical research results produced by prior 25 speaking investigations published worldwide. By utilizing this research method, the researcher can potentially yield more relevant, contextual, and comprehensible research outcomes due to an iterative data analysis conducted before initiating more specific research theme groupings. Based on the thematically categorized research results, second language educators can progressively inculcate robust speaking self-confidence among EFL learners upon the activation of more authentic and enjoyable speaking learning activities. More comprehensive delineations regarding these two speaking learning methodologies can be discerned in the ensuing parts of this research paper
The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts Kristian Wijaya; Adeseko Sunday Olaifa; Moses Adeleke Adeoye
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.581

Abstract

One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers.  
Co-Authors Adeseko Sunday Olaifa Moses Adeleke Adeoye