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Analyzing The Impact Of Artificial Intelligence (AI) On The Future Of English Language Teaching And Learning Dina Amaliyah Mushthoza; Nur Syariatin; Olivia Tahalele; Sandra Ivonnie Telussa; Rasmita Rasmita; Sabil Mokodenseho
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.3115

This literature review examines the impact of artificial intelligence (AI) on the future of English language teaching and learning. The rapid advancement of AI technologies has brought significant changes to various fields, including education. In the context of English language education, AI has been integrated into teaching and assessment practices to enhance learning outcomes and instructional experiences. This review explores the effectiveness of AI tools, such as intelligent tutoring systems and chatbots, in improving language proficiency and learner engagement. It also examines AI-driven language assessment methods, including automated scoring systems and speech recognition technology. The pedagogical implications, challenges, and ethical considerations associated with the integration of AI in language education are discussed. The role of teachers in AI-driven classrooms and the potential for learner autonomy are highlighted. Future directions for research and the need to address the impact of AI on learners from diverse backgrounds are identified. The findings underscore the potential benefits of AI in English language teaching and learning, while emphasizing the importance of responsible implementation and ongoing evaluation to ensure ethical and equitable practices.

A Correlational Study of Gadget Used Towards Reading Interest Siti Chadijah; Nur Syariatin; Yuli Rohmiyati; Jepri Utomo; Arief Yanto Rukmana
Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i1.6056

The purpose of this study was to determine the relationship between the use of gadgets and reading interest of class XII students in one of the high schools. The approach in this study uses descriptive quantitative methods with a correlation approach. The population of this study were all XII grade students and the sample used was 30 students. The technique used in sampling is proportional stratified random sampling. Data collection was carried out using questionnaires, observation and documentation. Variable measurement was carried out using a questionnaire with a Likert scale. The data analysis technique is descriptive analysis and correlation test. The results of this study found that there is a relationship, where the use of smartphones affects students' reading interest. Based on the result the product moment correlation test analysis with a value of X ̅ = 67,77 and Y ̅ = 80,4 resulting in r = 0,949 meaning that there is a significant correlation between gadget used toward reading interest. This evidenced by the value of the product moment coefficient which shows that r> 0.01. Therefore, Teachers/parents are expected to be able to minimise students' gadget use, in addition, the role of teachers/parents in motivating providing reading materials or reading activities can be one aspect of supporting students' interest in reading.

A Correlational Study of Gadget Used Towards Reading Interest Siti Chadijah; Nur Syariatin; Yuli Rohmiyati; Jepri Utomo; Arief Yanto Rukmana
Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i1.6056

The purpose of this study was to determine the relationship between the use of gadgets and reading interest of class XII students in one of the high schools. The approach in this study uses descriptive quantitative methods with a correlation approach. The population of this study were all XII grade students and the sample used was 30 students. The technique used in sampling is proportional stratified random sampling. Data collection was carried out using questionnaires, observation and documentation. Variable measurement was carried out using a questionnaire with a Likert scale. The data analysis technique is descriptive analysis and correlation test. The results of this study found that there is a relationship, where the use of smartphones affects students' reading interest. Based on the result the product moment correlation test analysis with a value of X ̅ = 67,77 and Y ̅ = 80,4 resulting in r = 0,949 meaning that there is a significant correlation between gadget used toward reading interest. This evidenced by the value of the product moment coefficient which shows that r> 0.01. Therefore, Teachers/parents are expected to be able to minimise students' gadget use, in addition, the role of teachers/parents in motivating providing reading materials or reading activities can be one aspect of supporting students' interest in reading.

Students Intercultural Competence in Their Ability to Communicate from Diverse Cultural Backgrounds Linda Patricia Ratag; Paula L. Hampp; Paula A. Rombepajung; Nur Syariatin
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (2024): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i2.11062

Intercultural competence is an essential skill for students in today s globalized educational landscape particularly in English language learning contexts This study investigates students intercultural competence focusing on their ability to adapt and communicate effectively across diverse cultural boundaries Employing a quantitative survey approach data were collected from 53 university students engaged in English language programs Findings reveal varying levels of competence: while 35 8 of participants reported ease in adapting to cultural differences nearly half 49 1 expressed neutrality indicating limited confidence or experience Challenges such as language barriers 62 3 and unfamiliarity with social customs 20 8 were identified as significant obstacles Despite these challenges students participating in cultural exchange programs or engaging with diverse peers demonstrated enhanced competence gaining enriched perspectives improved communication skills and stronger social bonds Positive experiences included language acquisition cultural understanding and mutual respect To address gaps the study recommends integrating intercultural communication training cultural awareness workshops and experiential learning programs into curricula Additionally fostering supportive environments through mentorship and safe spaces for dialogue is essential These interventions aim to empower students equipping them for effective communication and collaboration in multicultural academic and professional settings < p>

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