Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Studies in English Language and Education
Jon Mason
Charles Darwin University
Education Languange, Linguistic, Communication & Media

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

Found 3 Documents
Search

 1 
Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia Didin Nuruddin Hidayat; Fitriah Fitriah; Mahlil Mahlil; Jon Mason
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.982 KB) | DOI: 10.24815/siele.v10i1.26145

Abstract

Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We interviewed twenty Indonesian English as a Foreign Language (EFL) teachers about the factors influencing their creativity and their motivations for teaching creatively. We identified three factors which influenced teachers’ creativity: their knowledge and teaching experiences, their motivation, and the role of technology. These three factors served as a guide for teachers regarding how they might integrate creativity into their teaching practice. Additionally, Indonesian EFL teachers believed that their creativity was necessary to assist students in learning, create an enjoyable learning experience, and encourage students to be creative. This belief appears to be partially due to the affordance of the rapidly changing digital environment which enables student-centred and self-directed learning. Finally, this study indicates that creativity is not instinctive to teachers; however, they can nurture their creativity by accepting their innovative ideas through developing their abilities to teach creatively.
Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia Didin Nuruddin Hidayat; Fitriah Fitriah; Mahlil Mahlil; Jon Mason
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26145

Abstract

Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We interviewed twenty Indonesian English as a Foreign Language (EFL) teachers about the factors influencing their creativity and their motivations for teaching creatively. We identified three factors which influenced teachers’ creativity: their knowledge and teaching experiences, their motivation, and the role of technology. These three factors served as a guide for teachers regarding how they might integrate creativity into their teaching practice. Additionally, Indonesian EFL teachers believed that their creativity was necessary to assist students in learning, create an enjoyable learning experience, and encourage students to be creative. This belief appears to be partially due to the affordance of the rapidly changing digital environment which enables student-centred and self-directed learning. Finally, this study indicates that creativity is not instinctive to teachers; however, they can nurture their creativity by accepting their innovative ideas through developing their abilities to teach creatively.
Research Trends in Artificial Intelligence in English Language Teaching (ELT): A Bibliometric Analysis Didin Nuruddin Hidayat; Syahrul Ramadhan; Mahlil Mahlil; Jon Mason; Rodi Hartono; Afif Ikhwanul Muslimin
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The integration of artificial intelligence (AI) into education has gained significant attention over the past few years, driven by the potential of AI to revolutionize teaching and learning processes. Despite the growing body of research on the application of artificial intelligence (AI) in education, there remains a significant gap in understanding its trends and specific details within English Language Teaching (ELT). This study presents an analysis and snapshot of contemporary research trends in AI applications in ELT using bibliometric analysis. By leveraging publication from the 2019-2024 Scopus database, key patterns and themes within the existing literature are identified. The study systematically collected and analyzed 1,994 documents, including articles, conference papers, and reviews from 522 sources and 3,316 authors. The analyses identify the most productive authors, sources, affiliations, and countries. Additional bibliographic coupling analysis reveals seven main clusters. These clusters range from AI applications in contextual language learning to big data analysis in ELT. Co-occurrence network analysis further underscores the interconnectedness of various research topics, such as machine learning, natural language processing, and autonomous learning systems. The findings have several important implications. The growing body of research indicates that AI technologies are increasingly being integrated into educational practices, offering more personalized, efficient, and engaging learning experiences. This study provides a detailed overview of the current landscape of AI research in ELT. By understanding these dynamics, educators, researchers, and policymakers can better leverage AI technologies to enhance educational outcomes and address the evolving needs of learners in a rapidly changing digital world.
Co-Authors Afif Ikhwanul Muslimin Fitriah Fitriah Hidayat, Didin Nuruddin Mahlil Mahlil Rodi Hartono Syahrul Ramadhan