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All Journal Wiralodra English Journal (WEJ) Klasikal: Journal of Education, Language Teaching and Science
Adila, Sephia Difa
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EFL STUDENTS’ PERCEPTIONS OF GOOGLE CLASSROOM IN JUNIOR HIGH SCHOOL ENGLISH LEARNING Labibah, Huwaida Syauqi; Adila, Sephia Difa; Maulana, Septian; Apoko, Tri Wintolo
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.307

Abstract

This study is aimed at investigating EFL students’ perceptions on the use of Google Classroom for English language learning in a junior high school. The study used a mixed method design, combining quantitative and qualitative data. The context of the study was EFL students from one of state junior high schools in Jakarta, Indonesia. Through a survey of 146 students and some selected students for interviews, the study examines various aspects of their experiences with the platform, including motivation, effectiveness, communication, and access to learning materials. The findings reveal a positive attitude among EFL students towards Google Classroom, with their acknowledging its benefits in enhancing motivation, facilitating interaction, and providing convenient access to resources. The study highlights the potential of digital tools like Google Classroom to address challenges in language education. Thus, this study suggests implications for English teachers seeking to optimize technology-enhanced learning environments, mainly in English learning in junior high schools.
EXPLORING THE PSYCHOLOGICAL IMPACTS OF GOOGLE ASSISTANT UTILIZATION FOR EFL STUDENTS: A CASE STUDY Adila, Sephia Difa; Roslaini, Roslaini
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1362

Abstract

In digital era, technology has become increasingly integrated into the language learning process offering new approaches to address challenges in learning English among EFL students. A recent technological advancement involves the implementation of virtual assistants, such as Google Assistant, as interactive pronunciation coaches for learning speaking. So, this study tries to investigate the psychological impact of using Google Assistant concerning with student’s autonomy, competence, and relatedness as a learning aid among EFL students within the framework of Self-Determination Theory (SDT). A mixed methods approach was used, involving a quantitative survey and qualitative interviews among Students. The questionnaire was adapted from established model of SDT. The results showed that Google Assistant as a learning aid has significantly influenced students’ autonomy, competence, and relatedness in terms of students’ pronunciation, confidence, motivation, and reducing anxiety. These findings implied that integrating voice-based AI aids can be beneficial for learning speaking such as pronunciation instruction, especially for learners with high anxiety or low confidence. To conclude, Google Assistant can serve as an effective interactive pronunciation coach in learning speaking.
Co-Authors Labibah, Huwaida Syauqi Roslaini, Roslaini Septian Maulana Tri Wintolo Apoko