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p-Index From 2021 - 2026
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All Journal Jurnal Pengabdian Masyarakat Bumi Raflesia Teaching English and Language Learning English Journal
Muhammad Parli
Unknown Affiliation
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Teaching English and Language Learning English Journal

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Artificial Intelligence In English Language Learning: Advantages And Challenges Wahyudi Badri; Solehan; Muhammad Parli
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7538

Abstract

Artificial Intelligence (AI) has revolutionized English language learning by introducing tools and systems that offer personalized learning paths, instant feedback, and greater accessibility for learners worldwide. This study explores the advantages and challenges of integrating AI into English language education, drawing on recent research and expert insights. AI-powered platforms enhance learning experiences through adaptive techniques that address individual learner needs, increase engagement with gamified content, and provide inclusivity for diverse socio-economic and cultural backgrounds. Tools like chatbots and natural language processing (NLP) applications have demonstrated significant improvements in language acquisition and motivation. However, challenges persist, including algorithmic biases, data privacy concerns, the digital divide, and the potential for over-reliance on AI at the expense of human interaction. The findings emphasize the need for collaborative efforts between educators, technologists, and policymakers to balance the transformative potential of AI with its limitations. By leveraging AI as a complement to traditional teaching methods, this study highlights the importance of fairness, transparency, and inclusivity in fostering an equitable and effective learning environment. These insights pave the way for innovative approaches to English language education in an increasingly globalized world.
THE IMPACT OF KAMPUS MENGAJAR COLLABORATIVE ACTIVITIES ON STUDENTS' LITERACY: A NARRATIVE REVIEW Muhammad Parli; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8426

Abstract

In an era where literacy is fundamental for personal and societal advancement, enhancing students’ literacy skills has become a pressing educational priority, particularly in Indonesia, where national assessments show consistently low literacy performance among elementary students. This study explores the role of collaborative activities in the Kampus Mengajar (Teaching Campus) program in improving students’ literacy competencies. Rooted in the rationale that engaging, student-centered environments—through initiatives such as library revitalization, the creation of wall magazines, and reading corner development—can foster reading interest and writing ability, this research aims to investigate how such interventions influence students’ literacy engagement and outcomes. Employing a qualitative methodology in the form of a narrative literature review, the study analyzes current literature and field reports from relevant educational initiatives conducted in 2024 in Bengkulu, Indonesia. The findings reveal that collaborative activities significantly improve literacy by increasing student motivation, promoting creativity, and supporting interactive learning environments. In particular, revitalized libraries attract more student visitors and encourage book borrowing, wall magazines nurture creative expression, and reading corners cultivate a habitual reading culture. These results underscore the importance of collaborative, community-based interventions in literacy development and offer valuable insights for education stakeholders seeking to enhance literacy at the elementary school level.
Co-Authors Angraini, Ria Solehan Susyla, Dian Wahyudi Badri Washlurachim Safitri