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All Journal Inspiring: English Education Journal Language Circle : Journal of Language and Literature
Rohmadhani, Annisa
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Languange, Linguistic, Communication & Media

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Artificial Intelligence in Academic Environments: Reducing or Increasing Foreign Language Anxiety? Pertiwi, Primordia Carissa; Segoh, David; Rohmadhani, Annisa
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.13009

Abstract

The integration of Artificial Intelligence (AI) tools into language learning and teaching is rapidly advancing in academic environments. Previous research has demonstrated the potential of AI tools to enhance learners’ motivation, engagement, and attitudes while improving language skills such as speaking, writing, and reading. However, systematic reviews focusing on the role of AI technologies in managing foreign language anxiety (FLA) remain limited. This study systematically reviews the effects of AI tools on different types of FLA, including writing anxiety, reading anxiety, speaking anxiety, and general communication anxiety, in academic environments. Peer-reviewed articles were retrieved from the Scopus database and screened for relevance based on titles, abstracts, and full-text availability. Of the 59 articles identified, 11 studies published between 2022 and 2024 met the inclusion criteria. The findings reveal that AI tools, such as chatbots and automated writing evaluation systems, reduce writing and speaking anxiety by providing personalized feedback and fostering learner autonomy. However, challenges such as over-reliance on AI and limited human interaction may increase anxiety for certain learners. This review highlights gaps in the literature, emphasizing the need for longitudinal studies and hybrid learning models that combine AI technologies with teacher interventions to address learners’ cognitive and affective needs.
Teachers' Experience of Professional Development in Differentiated Teaching in an English Language Center Rohmadhani, Annisa; Suryati, Nunung; Wulyani, Anik Nunuk
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29021

Abstract

Teacher professional development (TPD) is crucial to prepare teachers in addressing classroom diversity and learning needs through differentiated teaching. This study aims to explore teachers’ opinions of their TPD experience related to differentiated teaching. Using a descriptive quantitative research method, the data were collected through structured questionnaires focusing on Desimone’s (2009) five domains of TPD: content focus, active learning, coherence, duration, and collective participation. A total of 24 respondents participated, discovering several variations of engagement level in TPD programs and differing points of view on their relevance and practicality. Results show that many teachers agreed the programs were moderately effective as the institution gave support for TPD; however, the participation was inconsistent. The study contributes to explaining how TPD prepares them to accommodate learners’ needs by implementing differentiated teaching in class. This offers insights for curriculum developers, education policymakers, and institutional leaders who seek ways to improve teachers’ capacity through targeted professional development, specifically in differentiated teaching.
Co-Authors Anik Nunuk Wulyani David Segoh Nunung Suryati Pertiwi, Primordia Carissa