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Building Bridges with Words: Teacher–Student Talk Dynamics in Young Learners’ English Classrooms Budiman, Jeihn N. C.; Ganap, Nindy N.
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i1.7472

Understanding effective teaching strategies alongside student needs plays a crucial role in selecting materials that align with students’ preferred learning styles. When teaching English to young learners, age is a significant factor, as early childhood is considered a critical period for language acquisition. During this golden age, the collaborative efforts of parents and teachers can enhance students' cognitive development, leading to better learning outcomes. This study utilized a literature review method, drawing from various previous research studies. The analysis followed several steps, starting from identifying the problem to interpreting the data. Classroom interaction emerged as a key component of the learning process, where both teachers and students are expected to actively participate. The findings reveal a noticeable imbalance between teacher talk and student talk, as supported by prior research. This imbalance highlights an important issue that educators need to address to foster a more engaging and participatory learning environment for students.

AI-DRIVEN EDUCATIONAL INTERVENTIONS: HARNESSING ARTIFICIAL INTELLIGENT TO FOSTER LIFELONG LEARNING (A SYSTEMATIC INVESTIGATION) Liando, Nihta V. F.; Tatipang, Devilito Prasetyo; Budiman, Jeihn N. C.; Ganap, Nindy N.; Lengkoan, Fergina
Lingua Scientia Vol. 32 No. 1 (2025)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v32i1.97633

This systematic investigation delves into the integration of artificial intelligence (AI) into educational interventions with the aim of fostering lifelong learning. The study examines the efficacy of AI-driven educational interventions, addressing key challenges and ethical considerations associated with their implementation, and proposing mitigation strategies. Drawing insights from a systematic review, the research highlights the transformative potential of AI technologies in promoting lifelong learning outcomes, including increased learner engagement, enhanced knowledge retention, and improved skill acquisition. However, the investigation also uncovers challenges such as disparities in access to AI-powered learning tools, algorithmic bias and discrimination, concerns about data privacy and security, and the potential depersonalization of education. Mitigation strategies are proposed to address these challenges, including investing in infrastructure and resources for equitable access, implementing transparent data collection and reporting practices, and fostering a human-centered approach to AI in education. By prioritizing ethical principles and values, stakeholders can harness the benefits of AI-driven educational interventions while safeguarding learners' privacy, autonomy, and well-being. The findings of this investigation contribute to the ongoing discourse on the responsible integration of AI into lifelong learning frameworks, providing insights and recommendations for educators, policymakers, and technology developers striving to create inclusive and equitable learning environments in the digital age.

Building Bridges with Words: Teacher–Student Talk Dynamics in Young Learners’ English Classrooms Budiman, Jeihn N. C.; Ganap, Nindy N.
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i1.7472

Understanding effective teaching strategies alongside student needs plays a crucial role in selecting materials that align with studentsÃ¢â‚¬â„¢ preferred learning styles. When teaching English to young learners, age is a significant factor, as early childhood is considered a critical period for language acquisition. During this golden age, the collaborative efforts of parents and teachers can enhance students' cognitive development, leading to better learning outcomes. This study utilized a literature review method, drawing from various previous research studies. The analysis followed several steps, starting from identifying the problem to interpreting the data. Classroom interaction emerged as a key component of the learning process, where both teachers and students are expected to actively participate. The findings reveal a noticeable imbalance between teacher talk and student talk, as supported by prior research. This imbalance highlights an important issue that educators need to address to foster a more engaging and participatory learning environment for students.

Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning Budiman, Jeihn N. C.; Ganap, Nindy N.
Journal of English Language Teaching, Literature and Culture Vol. 3 No. 1 (2024): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v3i1.8719

This study explores the uncharted territory of integrating drama into literature and language teaching, aiming to unveil its untapped potential for English language learning. Titled "Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning," this research embarks on a systematic examination of the benefits derived from the symbiotic relationship between drama and language acquisition. The investigation delves into existing literature on the subject, acknowledging drama as a powerful pedagogical tool. Drawing inspiration from Budiarto's assertion that "Drama is a powerful teaching tool," the study positions itself within the broader discourse on innovative language teaching methodologies. The primary focus lies in unraveling the multifaceted advantages of incorporating drama in language instruction, emphasizing its relevance in literature-based language learning. The geographical emphasis of the study aligns with the prevalence of current research in Asian countries, primarily those where English is taught as a foreign language. This geographical lens aims to uncover unique challenges and opportunities influenced by socio-cultural backgrounds. Furthermore, the study examines participant diversity, encompassing English education majors, students from various educational levels, and teachers, providing a comprehensive understanding of the varied impacts of drama on different stakeholders. As the study navigates through the benefits accrued by students, teachers, and the broader educational landscape, it contributes to the ongoing discourse on effective language teaching methodologies. The abstract encapsulates the essence of the research, offering a preview of the journey toward unraveling the latent potential of drama for English learning within the context of literature and language teaching

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