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All Journal Inspiring: English Education Journal The Eastasouth Journal of Learning and Educations Journal of Language Learning and Assessment
Ramdani, Amaliah
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Humanities Education Languange, Linguistic, Communication & Media Other

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Exploring Student Perceptions of Teaching Strategies in Business English Courses: Insights from EFL Contexts Dahlan, Suratman; Ramdani, Amaliah; Noni, Nurdin
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9359

Abstract

The aims of this research were exploring the teaching strategies used by lecturers in Business English courses in Universitas Khairun, Ternate within the EFL context. The researchers used classroom observation and semi structure interview to collect the data. There were two lecturers and two classes of students who participated in this study. The findings of this research reveal that the case method and project-based learning (PBL) were the most commonly used strategies, while cooperative learning, small group work, and direct teaching were also occasionally applied. Although these strategies were effective in enhancing students' understanding of business concepts, they did not significantly contribute to the improvement of students' English language proficiency.
The TPACK Framework in English Language Education Practice: A Bibliometric Analysis Humaera, Isna; Salija, Kisman; Amin, Fatimah Hidayahni; Sakkir, Geminastiti; Nasrullah, Nasrullah; Ramdani, Amaliah
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v3i01.487

Abstract

The Technological Pedagogical and Content Knowledge (TPACK) framework has emerged as a central framework for technology integration in English language education. This study conducts a bibliometric analysis of the research literature on TPACK in English language education (ELT) to examine publication trends, citation patterns, thematic clusters, and collaboration networks. The findings demonstrate steady interest in research, with intense acceleration during the digital shift precipitated by the COVID-19 pandemic. Some of the developing themes identified are teacher education, e-learning integration, and subject-area-specific applications. The research identifies both the benefits and challenges of TPACK implementation, demanding large-scale instructor training and organizational support. Longitudinal studies and the use of new technologies such as artificial intelligence and virtual reality in TPACK-based teaching approaches should be the subject of future studies.
Research Gap on Oral Corrective Feedback in Second Language Acquisition Theory - Affective Filter Analysis: A Conceptual Framework Ramdani, Amaliah; Musa, Nur Ainun; Nurchalis, Nur Fadillah; Dahlan, Suratman
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.110

Abstract

Purpose Oral corrective feedback, despite its historical precedence, continues to captivate researchers' interest, driving ongoing discourse within the scholarly community. The existing body of research on this subject displays a degree of controversy, with divergent perspectives regarding its efficacy. While proponents endorse its utilization, opposing voices question its impact. This study seeks to identify research gaps within the last decade to provide a comprehensive understanding of the current state of oral corrective feedback literature.  Methodology Employing content analysis, data are extracted from pertinent documents, shedding light on the existing landscape.  Results/Findings This study suggests that while oral corrective feedback is widely used and debated in language learning, there is insufficient research addressing its potential drawbacks. It calls for further studies to fill this gap and ensure that oral corrective feedback practices effectively benefit language learners. Implications This study emphasizes the importance of future research in refining practices and ensuring positive outcomes in language education. 
Artificial Intelligence in English Language Learning: A Systematic Review of Applications, Benefits, and Challenges in EFL Classrooms Muhammad Idul; Mujahidah; Ramdani, Amaliah
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16651

Abstract

The swift progress in Artificial Intelligence (AI) has had a large impact on education, particularly in English as a Foreign Language (EFL) instruction. This study systematically examines how AI technologies are used in English language learning, their benefits, and the difficulties they present. It employed a systematic review approach and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Thirty studies from 2019 to 2025 were taken from Scopus and Web of Science. The results show that AI conversation programs, automated writing evaluation systems, speech-to-text software, and adaptive learning platforms have been used to support language learning. These technologies provide immediate feedback, personalized learning, and increased opportunities for language use. The studies also indicate improvements in writing accuracy, speaking fluency, vocabulary development, communicative competence, as well as student engagement and motivation. However, several problems were found, including limited technological infrastructure, low teacher digital competence, ethical concerns, and the risk of overdependence on AI. Overall, this research highlights the potential of AI technologies to support language learning and provides useful guidance for teachers, researchers, and policymakers.
Co-Authors Adisaturrahimi, Andi Amin, Fatimah Hidayahni Dahlan, Suratman Geminastiti Sakkir Isna Humaera, Isna Jufrianto, M. Kisman Salija, Kisman Muhammad Idul Mujahidah Musa, Nur Ainun Mustaqimah Mustaqimah Nasrullah Nasrullah Noni, Nurdin Nurchalis, Nur Fadillah Reskyani, Reskyani Wulandari, Sami'an Wulandari, Sami’an