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All Journal International Journal of Educational Research and Social Sciences (IJERSC) UNNES International Conference on ELTLT
Satiti, Laras Hayu
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Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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AI Chatbot as an Effective English Teaching Partner for University Students Satiti, Laras Hayu; Fauziati, Endang; Seytaningsih, Endang
International Journal of Educational Research & Social Sciences Vol. 5 No. 3 (2024): June 2024 ( Indonesia - Ethiорiа - Nigeria )
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v5i3.820

Abstract

This study investigated the effectiveness of an AI chatbot for improving English language skills among Indonesian university students. In order to address the research question, the researchers conducted an analysis of responses to a 20-item questionnaire distributed via Google Form among a sample of 95 university students. The survey was conducted to evaluate student perceptions of the chatbot's usability, language accuracy, feedback quality, and overall strengths. The findings revealed high student satisfaction with all aspects of the chatbot. Students agreed that the chatbot was user-friendly, understood their questions, provided helpful feedback, and offered valuable learning opportunities. These results align with previous research on the effectiveness of chatbots in enhancing English language proficiency. The study suggests that AI chatbots can be a beneficial tool for both independent language practice and supplementing classroom instruction. The chatbot's ability to personalise learning experiences and adapt to individual needs contributes to improved student engagement and language acquisition. This research adds to the growing body of evidence supporting the use of AI chatbots in computer-assisted language learning (CALL). Future research could investigate the effectiveness of the chatbot for learners with varying proficiency levels.
Monitoring English Word Pronunciation Cognition Knowledge of Bilingual School Teachers in Central Java Satiti, Laras Hayu
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 11 (2022)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

The purpose of this study is to determine the knowledge level of cognition in English word pronunciation held by homeroom teachers working in one of Central Java bilingual schools. It is required that teachers provide their students with an authentic model of proper pronunciation while working with Cambridge International Primary Program (CIPP) related subjects. It is possible to demonstrate whether or not teachers engage in metacognition consciousness with regard to pronunciation of English words by monitoring students' knowledge of cognitive in English word pronunciation. It is crucial to have this information in order to pick future tactics to improve their pronunciation abilities through the provided training. It is easier for the teachers to avoid misleading their pupils with the material that they present while they are teaching. In order to collect the necessary data and carry out the recorded pronunciation test, a questionnaire with closed-ended questions was administered first. After that, a matrix was utilized to monitor the subject's metacognition consciousness in relation to the pronunciation test being conducted. According to the findings, their level of metacognitive awareness ranges from low to moderate levels.
Co-Authors Endang Fauziati Seytaningsih, Endang