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All Journal TEFLICS EDUJ : English Education Journal
Jelita, Seri
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

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Trend Issues of Using AI Tools In Foreign Language Teaching Context: Bahasa English Jelita, Seri; Elina Bayusri; Rike Meyla Eka Saputri; Nitia Oktavilady; Erwin Pohan
EDUJ : English Education Journal Vol. 3 No. 1 (2025): June 2025
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v3i1.1495

Abstract

Advances in artificial intelligence (AI) technology have brought about significant transformations in foreign language teaching (FLT). This article explores the opportunities, challenges, and implementation strategies of AI in foreign language learning, with a focus on personalization of learning, real-time feedback, and increased accessibility. AI enables adaptive learning approaches to suit individual needs, provides instant feedback that supports language skill development, and opens access to quality materials for students in different geographies. However, challenges such as traditional curriculum integration, algorithm bias, limited understanding of cultural context, and ethical issues of data privacy need to be overcome for optimal utilization of AI. Teacher involvement remains essential to provide guidance, motivation, and pedagogical adjustments in a holistic learning process.
The Difficulties Faced by Pre-Service Teachers in Developing Differentiated Instructional Modules Jelita, Seri; Hanifah; Nuzulia, Rahma
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11698

Abstract

This study aims to analyze the process of developing differentiated instructional modules and the difficulties faced by pre-service teachers in the English Education Program at Raja Ali Haji Maritime University (UMRAH). This study employs a descriptive qualitative approach with a sample of 34 seventh-semester pre-service teachers who have developed differentiated instructional modules. Data were collected through questionnaires, interviews, and document checklists. Informants were selected using purposive sampling. Subsequently, data analysis was conducted through several stages, namely data organization, transcription of interview results, repeated reading of data, coding, identification and grouping of themes, and data interpretation. The research findings indicate that pre-service teachers have attempted to incorporate elements of differentiated instruction into their module development, including adapting content, processes, and learning products to meet students’ needs. However, this implementation has not yet been fully optimized due to the limited variety in some of the differentiation components developed within the modules. In addition, various difficulties were encountered in the module development process. These difficulties stemmed from internal factors, such as a basic understanding of the concept of differentiated instruction that still needs to be developed and a lack of pedagogical experience, as well as external factors such as limited module references. Therefore, further training and mentoring are needed so that pre-service teachers can develop differentiated instruction modules more optimally and in accordance with students' needs.
Co-Authors Elina Bayusri Erwin Pohan Hanifah Nitia Oktavilady Nuzulia, Rahma Rike Meyla Eka Saputri