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All Journal Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Yavana Bhasha: Journal of English Language Education
phalaguna, ida bagus gde
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Languange, Linguistic, Communication & Media

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STUDENTS’ PERCEPTIONS OF AI GRAMMAR TOOLS IN ENGLISH LEARNING: A SYSTEMATIC REVIEW phalaguna, ida bagus gde
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 12, No 1 (2025)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v12i1.7925

Abstract

This systematic review investigates students’ perceptions of AI grammar correction tools in English language learning across diverse educational contexts. Analyzing 32 studies, the findings reveal that 78.1% of students globally hold positive perceptions, appreciating tools like Grammarly, ChatGPT, and Quillbot for improving grammar accuracy, vocabulary, and writing efficiency. However, 18.75% of studies report mixed perceptions, highlighting concerns about over-reliance, inaccuracies, and ethical issues, while 3.13% express negative views, emphasizing dependency risks and limited contextual understanding. The review underscores the dominance of Grammarly and ChatGPT in language learning, with regional variations in adoption and challenges. Pedagogical implications suggest integrating AI tools with human oversight to enhance learning outcomes while addressing ethical and dependency concerns. The study calls for further research on the long-term impacts and comparative effectiveness of AI versus traditional feedback methods.
FROM SELF-EFFICACY TO SPEAKING PROFICIENCY: INVESTIGATING THE CORRELATION BETWEEN SELF-EFFICACY AND SPEAKING SKILL Gayatri, Ni Luh Putu Ita; Mahardika, I Gusti Ngurah Agung Wijaya; Phalaguna, Ida Bagus Gde
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 2 (2025): Volume 8, Issue 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Speaking proficiency is a crucial component of English language learning, particularly for students preparing to become future English teachers. However, many learners face challenges in developing oral competence due to low confidence and limited self-efficacy. This study investigates the correlation between speaking self-efficacy and speaking skill among fourth-semester undergraduate students of the English Language Education Department (ELED) at I Gusti Bagus Sugriwa State Hindu University Denpasar. A total of 65 students participated as respondents. The research employed a quantitative correlational design, using a self-efficacy questionnaire to measure students’ beliefs about their speaking abilities and a speaking test to assess their oral performance. Data were analyzed using Pearson’s product-moment correlation. The findings revealed a statistically significant but low positive correlation (r = .302, p = .015) between speaking self-efficacy and speaking skill. This suggests that while self-efficacy contributes to speaking performance, it is not the only factor influencing students’ oral competence. Other variables such as motivation, anxiety, and exposure to authentic communication may also play an important role. The study concludes that fostering students’ speaking self-efficacy through supportive learning environments and communicative activities can enhance their speaking skills and better prepare them for their future roles as English teachers.
Co-Authors Gayatri, Ni Luh Putu Ita Mahardika, I Gusti Ngurah Agung Wijaya