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All Journal PREMISE: Journal of English Education and Applied Linguistics ELLITE: Journal of English Language, Literature, and Teaching
Syahmidi, Humaira
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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AI WRITING TOOLS IN THE CLASSROOM: INVESTIGATING USAGE, CHALLENGES, AND ADAPTATIONS BY RURAL ENGLISH TEACHERS Kamarullah, Kamarullah; Sarinauli, Barep; Syahmidi, Humaira
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10914

Abstract

This phenomenological study explores the integration of AI tools in teaching English writing in rural Central Aceh, offering insights into the educators’ challenges and adaptive strategies. Amidst the global push towards digital education, rural areas often lag behind due to infrastructural deficits and limited access to advanced technological resources. This study aims to understand how AI tools are being utilized by teachers in such contexts to improve English writing skills. Conducted through semi-structured interviews with three high school teachers, the study employs a thematic analysis to uncover how educators navigate the complexities of using AI tools like ChatGPT, Grammarly, and Quillbot under constrained conditions. Key challenges identified include limited technological infrastructure, absence of formal training, and diverse student proficiency with technology. Despite these challenges, teachers have adopted innovative strategies such as shared computer time, collaborative learning, self-learning initiatives, and leveraging community support networks. The findings highlight the resilience and adaptability of educators in underserved regions, suggesting that enhancing technological infrastructure, providing targeted professional development, and developing user-friendly AI tools are crucial for bridging the educational divide. The study calls for a balanced approach to integrating AI in education, ensuring that it complements traditional teaching methods and fosters inclusive learning environments.
Tech-Transformed Teaching: The Influence of AI Writing Tools and Blended Learning on Rural Education Kamarullah, Kamarullah; Fadhilah, Muhammad Arif; Syahmidi, Humaira; Maulya, Ranti; Sarinauli, Barep
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2504

Abstract

This study investigates the impact of AI Writing Tools (AIWT) and Blended Learning (BL) on the writing skills of students in rural educational settings and explores the adaptations required by teachers to effectively integrate these technologies. Using a mixed-methods approach, the research assesses how AIWT and BL enhance English writing proficiency among high school students and identifies the infrastructural and pedagogical challenges faced by English teachers. The findings reveal that AIWT and BL significantly improve student engagement and writing quality by providing personalized feedback and fostering more interactive learning environments. The students showed marked improvements in grammar, vocabulary, and overall coherence in their writing. However, the research also highlights challenges such as variable technological proficiency among teachers and infrastructural limitations in rural schools. The study emphasizes the necessity for targeted professional development and infrastructure enhancements to fully leverage the benefits of AIWT and BL in rural educational settings. It suggests that effective integration of technology requires not only technological tools but also comprehensive support systems to assist teachers in overcoming adaptation challenges. These findings offer critical insights for policymakers and educational leaders to develop strategies that support the sustainable implementation of educational technologies, thereby optimizing learning outcomes in underserved regions.
Co-Authors Fadhilah, Muhammad Arif Kamarullah Kamarullah Kamarullah Kamarullah Ranti Maulya Sarinauli, Barep