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All Journal TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL)
Yatri, Deni
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ARTIFICIAL INTELLIGENCE (AI) IN LANGUAGE LEARNING (ENGLISH AND ARABIC CLASS): STUDENTS’ AND TEACHERS’ EXPERIENCE AND PERCEPTIONS Yatri, Deni; Anugerahwati, Mirjam; Setyowati, Lestari
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 3 No. 1 (2023): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v3i1.1338

Abstract

This study explores the integration of Artificial Intelligence (AI) in language learning within English and Arabic classes. The research involved 18 participants, encompassing learners and teachers of both languages. It aims to understand their experiences, perceptions, and challenges when incorporating AI into language education. Learners demonstrated diverse use of AI tools such as Chat GPT, Grammarly, and Elsa, leveraging them for various language learning aspects including writing enhancement, speaking practice, and translation. While English learners extensively employed multiple AI tools, Arabic learners primarily relied on Chat GPT for scientific paper writing, with limited exploration of other available AI variations. Participants generally viewed AI integration positively, recognizing its facilitative role in learning, yet raised concerns about potential over-reliance, plagiarism risks, reduced creativity, and inaccuracies. Teachers relied on Grammarly for grammar correction and Chat GPT for language tasks, emphasizing the need for human validation to ensure contextual accuracy despite acknowledging AI benefits. Challenges identified included limited access due to premium features, connectivity issues, and ethical concerns surrounding AI-generated content. The study emphasizes AI's significance as a valuable aid in language education while cautioning against excessive reliance. It highlights the necessity for human intervention to validate AI-generated content, stressing critical thinking and a balanced approach to leverage AI's advantages while mitigating its potential drawbacks.
Exploring Oral Corrective Feedback on Students English Speaking Performance Within Indonesian Context: A Systematic Literature Review Yatri, Deni; Cahyani, Risya Astrifiya; Pratidina, Galita Febrian; Fadillah, Anam; Widiati, Utami
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i2.1999

Abstract

This systematic literature review synthesizes research on oral corrective feedback (OCF) and its effects on students' speaking performance within the Indonesian context. Following the PRISMA guidelines, 19 studies published between 2014-2024 were analyzed. The findings reveal diverse OCF practices employed by teachers, with explicit correction and recasts being the most commonly used types. However, a key challenge lies in the mismatch between the OCF strategies preferred by students, such as explicit correction and metalinguistic clues, and those predominantly used by teachers. OCF was found to evoke both positive emotions like motivation and perceived importance, as well as negative emotions including embarrassment, lowered confidence, and nervousness about making mistakes. The studies underscore the need for teachers to consider factors such as error types, timing of correction, students' proficiency levels, and potential emotional impacts when providing OCF. Tailoring OCF practices to individual student needs and preferences emerges as crucial for optimizing effectiveness and fostering a supportive learning environment.
Co-Authors Cahyani, Risya Astrifiya Fadillah, Anam Lestari Setyowati Mirjam Anugerahwati Pratidina, Galita Febrian Utami Widiati