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All Journal Pedagogic Research - Applied Literacy Journal
Weran, Yohana
Unknown Affiliation
Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media

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IMPROVING STUDENTS’ VOCABULARY THROUGH WORDWALL APPLICATION Weran, Yohana; Nova; Lailatus Sa’adah
Pedagogic Research-Applied Literacy Journal Vol. 1 No. 3 (2024): Volume 1 Number 3 July 2024
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/ebtb2x06

Abstract

This article used the library research method to gather information by understanding and researching theories from various sources such as books, journals, and existing studies. The method used qualitative research that focuses on gathering information about the natural environment and using researchers as the main instrument. This study aims to analyze the responses and experiences of first-year high school students and how the Wordwall application helps them improve their English vocabulary during their studies. Literary research method is used. The data collection method used is the documentation method. Content analysis was used as a data analysis technique. In order to maintain the accuracy of the evaluation and avoid false information, the material was analyzed by cross-checking and re-reading the literature, and the evaluator's comments were taken into account. The result of this study is that Wordwall proves to be an effective teaching method that helps improve students' vocabulary in preparation for future assignments. Word wall apps can also be used while studying, which is very useful for developing students' vocabulary
AI-ASSISTED SPEAKING PRACTICE MODEL: INTEGRATING CHATGPT INTO COMMUNICATIVE LANGUAGE TEACHING FOR EFL LEARNERS Weran, Yohana; Lailatus Sa'adah
Pedagogic Research-Applied Literacy Journal Vol. 2 No. 3 (2025): Volume 2 Number 3 May - July 2025
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/b9a34h09

Abstract

The rapid development of Artificial Intelligence (AI) has created new opportunities for enhancing English as a Foreign Language (EFL) instruction, particularly in speaking skills. This conceptual study proposes an AI-assisted speaking practice model that integrates ChatGPT into the Communicative Language Teaching (CLT) framework. The model aims to provide learners with interactive, context-rich speaking experiences through AI-generated prompts, role-play simulations, and real-time feedback. Drawing on principles of CLT and task-based learning, the proposed model consists of three main stages: pre-task preparation, AI-mediated communicative tasks, and post-task reflection and feedback. Potential benefits include increased learner motivation, expanded speaking opportunities, personalized practice, and the development of fluency and accuracy in authentic communicative contexts. However, challenges such as digital literacy, potential overreliance on AI, and infrastructure limitations must be addressed to ensure effective implementation. This study offers a practical framework for integrating generative AI tools into EFL speaking instruction and provides recommendations for future empirical research on its classroom application.
Co-Authors Lailatus Sa'adah Lailatus Sa'adah NOVA