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All Journal Jurnal Pemberdayaan Masyarakat International Journal of Educational Qualitative Quantitative Research
Mahdi, Mohammed Abbas
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Education Social Sciences Other

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Students’ Experiences, Engagement, and Attitudes in the English Education Revolution: The Role of Interactive Technology Mahdi, Mohammed Abbas; Dewi, Desi Surlitasari
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.134

Abstract

The digital revolution in education has fundamentally transformed English language learning by promoting a more interactive, flexible, and student-centered approach. In this context, students’ experiences, engagement, and attitudes toward interactive technology have become crucial for understanding the direction of English education in the modern era. This study aims to explore how students’ learning experiences and engagement in technology-based environments influence their attitudes toward the revolution in English education. Using a quantitative approach with multiple linear regression analysis, data were collected through a closed-ended questionnaire. A total of 200 English learners from Iraq and Indonesia participated in the study through online data collection. The findings confirmed that the English language education revolution through interactive technology has a positive and significant effect on students’ learning experience, engagement, and attitudes. Additionally, the revolution in interactive education technology was found to simultaneously and significantly affect all three dimensions. Students generally expressed strong support for the transition from traditional methods to more digital, collaborative, and personalized learning environments. Active engagement in interactive platforms contributed to more favorable attitudes toward the educational innovation. These results affirm that interactive technology serves not merely as a support tool, but as a driving force in shaping a sustainable and adaptive learning ecosystem. This study contributes to the fields of English language teaching and educational technology by emphasizing that digital strategies must enhance learning experiences, foster student engagement, and nurture positive learner attitudes in order to meet the needs of 21st-century education.
Enhancing ESP Students’ Critical Thinking and Communication skills through AI-Supported Case-Based Learning Saputro, Isnaini Eddy; Dewi, Desi Surlitasari; Ria, Tiara Nove; Mahdi, Mohammed Abbas
Jurnal Pemberdayaan Masyarakat Vol 5, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i1.708

Abstract

This study examined the effectiveness of Case-Based Learning (CBL) integrated with artificial intelligence (AI) tools in enhancing critical thinking and communication skills among English for Specific Purposes (ESP) students in higher education. The study was motivated by the growing need for ESP students to develop advanced reasoning and practical communication skills to meet academic and professional demands. Using a quasi-experimental pre-test–post-test control-group design, 237 ESP students participated, with 119 assigned to the experimental group and 118 to the control group. Over six weeks, the experimental group engaged in AI-supported CBL, while the control group received conventional CBL without AI tools. Data were collected using a critical thinking test adapted from the Watson–Glaser framework and a communication skills rubric and analyzed using Welch’s t-tests. The results showed statistically significant improvements in critical thinking (t = 25.567, p .001) and communication skills (t = 24.981, p .001) in the experimental group compared to the control group. The findings confirm that AI-supported CBL has a substantial impact on students’ higher-order thinking and communicative performance. This study contributes to ESP pedagogy by providing empirical evidence that integrating AI tools into CBL serves as an effective instructional model.
Co-Authors Desi Surlitasari Dewi Saputro, Isnaini Eddy Tiara Nove Ria