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All Journal Wiralodra English Journal (WEJ) Journal of English Language and Education
Hidayah, Amanda Nurul
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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AI-POWERED PRONUNCIATION TOOLS: SUPPORTING ENGLISH LEARNERS IN MULTILINGUAL CLASSROOMS WHO DISLIKE ENGLISH IN PONTIANAK Hidayah, Amanda Nurul; Riyanti, Dwi; Gres, Etna; Yuliana, Yohanes Gatot Sutapa
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.350

Abstract

This study explores the role of AI-powered pronunciation tools in supporting English learners in multilingual classrooms, focusing on 7th-grade students at Pelita Cemerlang School in Pontianak who express a dislike for learning English. The study aims to explore learners’ experiences and perceptions of these tools, particularly how they influence motivation and engagement in pronunciation practice. A qualitative descriptive design was employed, with interviews conducted with a sample of 20 participants to gather in-depth insights. The findings suggest that AI-powered pronunciation tools provide personalized feedback that helps students identify and correct pronunciation errors, making the learning process more interactive and engaging. For instance, students reported noticeable improvements in their ability to produce challenging sounds and patterns. However, the tools were found to be most effective when complemented by traditional teacher-led instruction. The study concludes that AI-driven technologies can play a valuable role in pronunciation practice for students with low motivation, though their integration into the classroom should consider diverse learner needs and preferences.
ChatGPT in English Learning for Non-English Majors: A Systematic Literature Review Hidayah, Amanda Nurul; Yuliana, Yohanes Gatot Sutapa; Susilawati, Endang; Ikhsanudin, Ikhsanudin
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1461

Abstract

This systematic literature review investigates the usage of ChatGPT for the learning of English language among non-English majors. Drawing on ten recent research from the last two years, this study looks at students’ perspectives, the impact on language skills, and the challenges of incorporating ChatGPT into learning contexts. The findings show that ChatGPT improves vocabulary acquisition, academic writing, and conversational skills by giving tailored feedback and a low-pressure practice environment. However, issues regarding dependence, ethical use, and the need for teacher direction persist. This paper emphasizes the likelihood of ChatGPT as a complementary learning tool, emphasizing the significance of mixing AI technology with traditional instruction and cultivating AI literacy in order to maximize benefits while maintaining academic integrity.
Co-Authors Dwi Riyanti Endang Susilawati Gres, Etna Ikhsanudin Ikhsanudin Yuliana, Yohanes Gatot Sutapa