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All Journal ELT Worldwide: Journal of English Language Teaching LLT Journal: A Journal on Language and Language Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Hari Prasad Tiwari
Tribhuvan University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN OPTIMIZATION-BASED ARTIFICIAL INTELLIGENCE FRAMEWORK FOR TEACHING ENGLISH AT THE COLLEGE LEVEL Hari Prasad Tiwari
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023 (Publication in progress...)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5954

Abstract

Owing to the rapid evolution of digital technology, learning, and computing breakthroughs among students are beginning to converge. The current method of English language teaching is considerably different from the traditional method. This quantitative, quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in college English teaching. The participants in the study consisted of 100 bachelor-level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. I employed a questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. To check the reliability and effectiveness of the prediction, I assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at the college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfill individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.
Use Of Jacobs ESL Composition Profile to Evaluate University Students’ Writing Hari Prasad Tiwari
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.51632

Abstract

A teacher should have an access to a reliable soring rubric in order to assess the ESL/ EFL (English as a Second Language/ English as a Foreign Language) students' writing abilities accurately. One of the most widely used tools for assessing writing skills of non-native speakers of English is Jacobs ESL Composition Profile which can help teachers tailor their instruction to better meet the needs of their students. The present study attempts to determine the internal consistency between teachers i.e. raters who use Jacob’s Scoring Rubric (SR) to evaluate students' essays, describe the level of students' writing performance as measured by the Jacob’s SR, and describe teachers' viewpoints while using the profile. The research utilizes descriptive quantitative research design. The participants consisted of two ESL/EFL teachers who have been teaching and testing writing at bachelor’s level for more than five years and 40 fourth year ESL/ EFL students studying at undergraduate level at Madhypaschim Multiple Campus, Nepalgunj Banke, Nepal. The researchers used judgmental sampling to select the participants of the study. The teachers were instructed to score 40 essays written by fourth-year students. The finding revealed High internal consistency (r = 0.86, α = 0.00 < 0.05) between TA and TB when assessing student essays using the Jacobs ESL Composition Profile. In addition, the Cronbach alpha analysis reveals a value of 0.918, which suggests a high degree of consistency. The writing performance of students was found to be in four categories:  very good (3.75 %), good (52.5 %), satisfactory (36.5 %)   and acceptable (7.5 %). The outcome of the research demonstrates that the Jacobs ESL Composition Profile remains reliable for essay scoring, even though proficiency and experience are necessary due to its comprehensive guidelines.
Learning English Across Borders: Nepali Students’ Experiences in Nepal and Australia Hari Prasad Tiwari
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 2 (2023): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i2.9348

Abstract

The students’ experiences, perceptions, and outcomes of learning English may be affected by the different methods and practices of English Language Teaching (ELT). Methods and strategies used in ELT may differ from one country to another due to various factors. This qualitative study employed an interpretive framework and narrative inquiry approach to explore the way Nepali students learned English in Nepali and Australian contexts. The participants involved five Nepali students who studied an advanced-level English for Academic Preparation (EAP) course at Melbourne City College Australia (MCCA). The researcher employed snowball sampling to select the subjects. The technique used in data collection was a semi-structured interview. All the interviews were audio recorded and transcribed verbatim. The data was coded and categorized using thematic analysis to find common themes and patterns. The findings revealed significant differences in the teaching methods, vocabulary instruction, feedback practices, and technology use. The study emphasized the importance of using pedagogical strategies that foster communication skills, contextual vocabulary learning, constructive feedback, and technology integration for effective ELT.
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