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All Journal Syntax Literate: Jurnal Ilmiah Indonesia Journal on Education
Tetty Novitasari Simbolon
Sekolah Tinggi Agama Katolik Negeri Pontianak
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Complexity of Washback Effect on Students’ Learning in Toefl Preparation Course Tetty Novitasari Simbolon
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.037 KB) | DOI: 10.36418/syntax-literate.v7i11.12323

Abstract

English language tests in Indonesia have been long established to measure English language proficiency, especially in higher education. Unlike the huge demand for English competency and the high number of language test takers, research on the washback effect or the effect of tests on language teaching and learning is still limited. This research aims to explore the washback effect found in student learning. This research uses a qualitative research design involving seven final year students from one university in Pontianak as participants. Researcher collected data through classroom observation and interview. This research focused on one type of English test, namely the TOEFL (Test Of English as a Foreign Language). The data collected was used to answer the nature of the TOEFL preparation course and a real picture of all the activities that occured during the learning process. The findings showed that there was a significant effect of the TOEFL and TOEFL preparation course on student learning experience specifically on the depth of learning. Despite the finding that TOEFL preparation course brought positive washback effect on students’ learning, this research suggests higher education institution and teachers to keep providing better teaching and learning experience in test-oriented English class.
Bridging The Gap: Language Teacher Understanding and Responsible AI Implementation in Schools. A Case Study of English Language Educators in Kubu Raya Tetty Novitasari Simbolon
Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i3.5488

Abstract

This qualitative case study explores the perceptions and practices of English language educators regarding the integration of artificial intelligence (AI) tools in educational settings. The study focuses on understanding how the utilization of AI impacts the professional development of language educators and how their perceptions of AI biases influence their willingness and capacity to advocate for responsible AI implementation. The study also examines the specific skill sets and knowledge domains required by language educators to effectively integrate AI tools into their pedagogical practices. Six English language educators, three high school teachers, and three lecturers in Kubu Raya, West Kalimantan, participated in the study. Data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis was used to analyze the data. The findings suggest that while language educators recognize the potential benefits of AI in language learning, they have concerns about biases and ethical considerations. They also feel the need for additional training and support to effectively integrate AI tools into their teaching practices. The study contributes to our understanding of how language educators perceive and engage with AI in educational settings and provides insights for the responsible integration of AI tools in language education.
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