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All Journal Tomorrow’s Education Journal Journal of Modern Approaches to Communication, Humanities, and Academia
Febri Dhany Triwibowo
Universitas Dian Nuswantoro
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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ENHANCING ENGLISH PROFICIENCY: THE IMPACT OF COMMUNICATIVE LANGUAGE TEACHING ON SECOND LANGUAGE LEARNERS Febri Dhany Triwibowo
Tomorrow's Education Journal Vol. 1 No. 2 (2023): November 2023
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i2.40

Abstract

This research investigates the effectiveness of Communicative Language Teaching (CLT) in enhancing English language proficiency among second language learners. Using a qualitative approach, the study explores learner engagement, cultural awareness, and the role of teachers in CLT. Participants held positive perceptions of CLT, which facilitated real-life language practice and boosted their confidence. Improved English proficiency, especially in speaking, listening, and interactive skills, resulted from the learner-centred and practical nature of CLT. The research emphasizes the importance of integrating CLT techniques into language teaching and underscores the need for well-designed teacher training programs to optimize CLT's benefits in diverse language learning contexts. This study aims to inform educators and policymakers in developing efficient and learner-centred language programs to meet the demand for English proficiency in an interconnected world.
AI Writing Assistants in English Language Learning: Evaluating Feedback Quality and Learner Autonomy Febri Dhany Triwibowo; Hidayat Polim
MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia Vol. 1 No. 2 (2025): MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/matcha.v1i2.195

Abstract

As artificial intelligence (AI) writing assistants become increasingly integrated into English language learning (ELL), their influence on feedback quality and learner autonomy warrants critical evaluation. This mixed-methods study investigates how AI-generated feedback compares to teacher feedback in terms of accuracy, clarity, usefulness, and its impact on learner autonomy. Forty university-level ELLs completed writing tasks using either AI tools or instructor input. Results showed that while AI feedback was effective for correcting surface-level errors, it lacked the pedagogical depth necessary to foster meaningful learning. Teacher feedback, by contrast, encouraged reflective revision, metacognitive engagement, and greater writing independence. Despite AI tools’ convenience and immediacy, learners often accepted suggestions passively, which hindered the development of critical evaluation skills and self-regulated learning. The study concludes that AI writing assistants can serve as useful supplements in writing instruction but should not replace human feedback. Instead, a hybrid model that combines technological efficiency with pedagogical insight may offer the most effective support for developing autonomous, reflective writers.
Co-Authors Hidayat Polim