Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal The Art of Teaching English as a Foreign Language (TATEFL) International Journal of Education and Humanities
Bashar, Khaliq
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Lesson From Pedagogical Translation: Translation as a Learning Strategy in English Education Program Imran, Muhammad Chairil; Jubhari, Yuriatson; Sasabone, Luana; Kaharto; Marzuki, Mutmainnah; Bashar, Khaliq
JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 3 No 2 (2024): November : IJOLEH
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/ijoleh.v3i2.259

Abstract

This study examined the function of translation as a pedagogical instrument in English language education programs, highlighting its possible advantages and drawbacks as a learning technique. This study used a qualitative approach to gain data through documentation and interviews with EFL learners at the university. The findings indicate that translation can significantly aid language acquisition when employed in conjunction with communicative approaches, particularly by improving vocabulary acquisition, grammatical comprehension, and cultural awareness among learners. Equilibrating translation with alternative interactive language learning methods is crucial to prevent overreliance on the first language (L1), which could impede natural language processing in the target language (L2).  It can be concluded that Translation, when combined with communicative methods, greatly supports language learning by boosting vocabulary, grammar, and cultural understanding.
Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and Pedagogical Outcomes Kristiawan, Dana; Bashar, Khaliq; Pradana, Dian Arief
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.912

Abstract

This systematic review examines the role of artificial intelligence (AI) in English language teaching (ELT), analyzing AI tools, applications, and their pedagogical outcomes. AI technologies, such as chatbots, intelligent tutoring systems, and speech recognition software, are increasingly used to enhance language learning experiences. The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model, a standardized approach that ensures transparency and rigor in identifying, screening, and analyzing relevant literature. PRISMA emphasizes clear documentation of the selection process, including inclusion and exclusion criteria, to provide a systematic and replicable methodology for comprehensive reviews. Through thematic qualitative analysis of recent literature indexed in Scopus and Web of Science, key themes emerged regarding AI types, applications, teacher and learner perspectives, and ethical considerations. Findings reveal that AI tools enhance learner engagement, provide personalized learning experiences, and improve language proficiency, particularly in speaking and writing. However, challenges remain, such as accessibility barriers, teacher preparedness, and ethical concerns around data privacy and bias. This review proposes a framework for AI integration in ELT, focusing on access, teacher training, ethical standards, and blended learning models to optimize AI’s benefits. The study underscores the need for targeted teacher training and ethical standards to maximize AI’s effectiveness and sustainability in ELT. This framework and the review findings aim to support educators, developers, and policymakers in fostering an AI-enriched learning environment that aligns with educational goals while addressing existing limitations.
Co-Authors Dian Arief Pradana Kaharto Kristiawan, Dana Marzuki, Mutmainnah Muhammad Chairil Imran Sasabone, Luana Yuriatson, Yuriatson