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All Journal Al-Hijr: Journal of Adulearn World International Journal of Educational Narratives Rechtsnormen Journal of Law
Alves, Livia
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Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Community Wisdom in the Classroom: Oral Histories as Pedagogical Tools in Brazilian Indigenous Schools Mendes, Clara; Souza, Felipe; Alves, Livia
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2212

Abstract

Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners’ comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners’ preferences for OCF strategies. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learner for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners’ preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.  
Effectiveness of the Implementation of Restorative Justice in the Juvenile Criminal Justice System Flora, Henny Saida; Harmono, Harmono; Alves, Livia
Rechtsnormen: Journal of Law Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rjl.v3i1.2068

Abstract

Background: The juvenile criminal justice system has evolved to incorporate restorative justice (RJ) practices, which emphasize repairing harm and rehabilitating offenders through dialogue and reconciliation. The implementation of RJ in juvenile justice systems aims to provide an alternative to punitive measures and encourage offenders to take responsibility for their actions while addressing the needs of victims and communities. Despite its promise, the effectiveness of RJ in reducing recidivism and promoting positive outcomes for juvenile offenders remains underexplored. Objective: This study aims to evaluate the effectiveness of restorative justice practices in the juvenile criminal justice system, focusing on recidivism rates, victim satisfaction, and the rehabilitation of juvenile offenders. The research seeks to assess whether RJ methods contribute to better long-term outcomes compared to traditional punitive approaches. Method: A mixed-methods approach was employed, combining quantitative analysis of recidivism rates and qualitative interviews with juvenile offenders, victims, and justice system professionals involved in RJ programs. Results: The findings show that restorative justice significantly reduces recidivism rates and improves victim satisfaction. Juvenile offenders reported feeling more accountable for their actions, and communities experienced a greater sense of justice and restoration. Conclusion: Restorative justice practices prove to be effective in the juvenile criminal justice system, offering promising alternatives to traditional punitive methods. Policymakers should consider expanding RJ programs to further enhance rehabilitation and community healing.
Digital Storytelling with Generative AI: Impact on Creativity and Engagement in Middle School Learners Aldina, Fauzi; Gomez, Raul; Alves, Livia
Al-Hijr: Journal of Adulearn World Vol. 4 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v4i2.985

Abstract

Digital storytelling is a proven pedagogy for fostering student expression, but its potential is being redefined by generative artificial intelligence (AI). While AI offers unprecedented tools for creating visual and narrative assets, its specific impact on the creativity and engagement of middle school learners requires empirical investigation. This study aimed to evaluate the impact of integrating generative AI into digital storytelling projects on the creativity and engagement levels of middle school students compared to traditional digital methods. A quasi-experimental, pre-test/post-test design was conducted with 120 middle school students. The intervention group used generative AI tools to create story assets, while the control group used standard digital tools. Creativity was assessed using a standardized rubric, and engagement was measured with the Student Engagement Instrument (SEI). The intervention group showed statistically significant gains in creativity metrics, particularly in originality and elaboration (p < .01). This group also reported significantly higher levels of cognitive and behavioral engagement compared to the control group (p < .05). Integrating generative AI into digital storytelling projects serves as a powerful catalyst, enhancing both the creative output and the active engagement of middle school learners. The technology acts as a creative partner, enabling students to realize more ambitious narrative visions.
Co-Authors Aldina, Fauzi Gomez, Raul Harmono, Harmono Henny Saida Flora Mendes, Clara Souza, Felipe