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All Journal Yavana Bhasha: Journal of English Language Education International Journal of Instructions and Language Studies
ida bagus phalaguna
UHN I GUSTI BAGUS SUGRIWA DENPASAR
Languange, Linguistic, Communication & Media Other

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EMPOWERING YOUNG LEARNERS IN ENGLISH EDUCATION: POTENTIAL AND LIMITATIONS OF SUNO AI ida bagus phalaguna
Yavana Bhasha : Journal of English Language Education Vol. 7 No. 2 (2024): Volume 7, Issue 2 (2024)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Engaging and maintaining young learners’ attention spans with songs has been a common technique in the teaching of English. However, looking for suitable and perfect songs on the internet has always been difficult and takes much time for those teachers who want to include music in their classes. Now, this challenge is made easier by SUNO, a generative AI that creates songs quickly and effectively. Nevertheless, like any other technology, SUNO is not flawless AI. There are some downsides associated with SUNO as well. For example, the quality of the songs depends on the prompt it receives. Moreover, its operation relies on an uninterrupted connection to the internet which might not be available at certain institutions such as rural areas.
Exploring Teachers' Perceptions of AI-Generated English Lesson Plans for Students with Intellectual Disabilities ida bagus phalaguna; Khwanjai Kaewsaeng; Thaworn Worabuttara
International Journal of Instructions and Language Studies Vol. 2 No. 2 (2024): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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This research explores teachers' perceptions of AI-generated English lesson plans specifically designed for students with intellectual disabilities. The objective is to assess the effectiveness and usability of AI tools, namely ChatGPT, in enhancing lesson planning for this unique student population. A mixed-methods approach was employed, combining qualitative interviews and quantitative surveys with 14 teachers who work with students with intellectual disabilities. The findings reveal a general satisfaction among teachers regarding the innovative ideas and time-saving benefits of AI-generated lesson plans. However, challenges were identified, including the inability of the AI to create multimedia content, discrepancies in formatting with government standards, and a lack of specificity in assessments. These insights highlight the potential of AI tools to support teachers while also underscoring the need for professional development and training to address the limitations encountered. The study concludes that while AI-generated lesson plans can enhance teaching practices, further research and support are essential to optimize their integration in special education settings.
Co-Authors Khwanjai Kaewsaeng Thaworn Worabuttara