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All Journal Journal of English in Academic and Professional Communication The International Journal of Studies in Social Sciences and Humanities (IJOSSH)
Ikeda, Osamu
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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The New Face of Technology-Enhanced Language Learning (TELL) with Artificial Intelligence (AI): Teacher perspectives, practices, and challenges Novawan, Adriadi; Walker, Stuart Anthony; Ikeda, Osamu
Journal of English in Academic and Professional Communication Vol 10 No 1 (2024): January
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v10i1.4565

Abstract

The field of language education has recognized educational transformations driven by advancements in information and communication technology (ICT). From traditional tools to intelligent digital innovations, the journey has been marked by continuous evolution. The integration of Artificial Intelligence (AI) in language education, termed Intelligent Technology-Enhanced Language Learning (ITELL), represents a paradigm shift. This paper explores the reality of ITELL in higher education, focusing on how AI is used in language teaching, teachers' perspectives, policy implications, challenges, and strategies employed. A qualitative case study approach explored the integration of AI in TELL in higher education. Seven English language teachers in Indonesia, employing AI tools, participated in in-depth, semi-structured interviews. Thematic analysis of interview data provides insights into teachers' practices, perceptions, and challenges of AI in language education. Methodological rigour was ensured through member-checking, peer debriefing, and adherence to ethical guidelines. The findings emphasize the positive impact of AI on enriching teachers' perspectives, enhancing materials development, enlivening in-class teaching, and facilitating efficient assessments. However, challenges such as depersonalization and ethical considerations were highlighted. A hybrid model that balances AI-driven personalization with human interaction was promoted. Fundamental prerequisites for successful AI integration include teacher professional development, aligned curriculum, pedagogical exploration, and a comprehensive policy framework.
A Systematic Literature Review of Influential Theories in Publicity Materials Development for English for Professional Communication Novawan, Adriadi; Rukiati, Enik; Septian Indrastana, Nodistya; Arief Wicaksono, Julien; Tornado Taufan, Gullit; Ikeda, Osamu
Journal of English in Academic and Professional Communication Vol 10 No 2 (2024): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v10i2.5068

Abstract

Publicity materials are crucial tools in public relations, media communication, and marketing, playing a significant role in shaping public perception and disseminating key messages. This paper addresses the gap in comprehensive understanding and systematic exploration of the theoretical foundations and practical frameworks that guide the development of these materials. Utilizing a systematic literature review, we analyze existing frameworks and theories related to publicity materials, with a specific focus on their application in educational settings for undergraduate students learning English for Professional Communication. By synthesizing insights from seminal works and contemporary studies, this paper equips educators, students, and practitioners with a robust understanding of the principles, best practices, and innovative approaches for creating impactful publicity materials. Our findings highlight the evolution of publicity materials, the integration of digital platforms, personalization strategies, data analytics, and ethical considerations. These insights offer practical guidance for enhancing educational and professional development curricula, ensuring the effective use of publicity materials in various contexts.
Leveraging Cultural-Historical Activity Theory (CHAT) in Education: Navigating the Globalized Digital Era Ikeda, Osamu; Binarkaheni, Suyik
International Journal of Studies in Social Sciences and Humanities (IJOSSH) Vol. 1 No. 1 (2024): July
Publisher : P3M Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/ijossh.v1i1.5205

Abstract

The rapid development of digital technology around the world has significantly transformed education, influencing how knowledge is produced, disseminated, and consumed globally. This paper explores the application of Cultural-Historical Activity Theory (CHAT) within education, emphasizing its potential to navigate the complexities and opportunities presented by the digital era. CHAT, grounded in the works of Vygotsky and expanded by Engeström, provides a comprehensive framework for understanding the interplay between cultural artifacts, tools, and social interactions in educational settings. This theoretical approach is particularly relevant in analyzing how digital tools mediate learning processes, reshaping pedagogical practices and learning outcomes. Through a thorough review of existing literature and case studies, this paper highlights CHAT's role in fostering adaptive, culturally responsive, and technologically integrated educational environments worldwide. Furthermore, it identifies gaps in current research, particularly concerning the systematic study of digital technology's impact on educational activity systems and the effectiveness of CHAT-based interventions. By integrating key concepts of CHAT with contemporary digital tools, this paper contributes to the discourse on educational innovation, offering insights into the dynamic relationship between technology, pedagogy, and student engagement in education.
Co-Authors Adriadi Novawan Arief Wicaksono, Julien Binarkaheni, Suyik Enik Rukiati Indrastana, Nodistya Septian Tornado Taufan, Gullit Walker, Stuart Anthony