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Journal : Journal of English Language and Education

Effectiveness of Project Based Learning (PJBL) to Increase Students' Digital English Writing Motivation Arumsari, Arumsari; Octaviani, Saly Kurnia; Rimawati, Elistya
Journal of English Language and Education Vol 9, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i4.528

Abstract

One approach to learning that places a strong emphasis on student participation is project-based learning. According to this study, Project Based Learning (PJBL) approach greatly enhances student lectures, particularly when it comes to boosting interest for English classes and helping non-English department college students develop their English writing abilities through the creation of digital writing projects. Utilizing surveys to gauge students' motivation levels and pre- and post-test scores to gauge the growth in students' skills, a quantitative methodology was applied. According to data processing, the average score for the pre-test was 76.3, and the average score for the post-test increased to 80.5. Concurrently, the findings of these calculations support the findings of student questionnaires, which indicate that project-based learning lectures might boost student enthusiasm.Keywords: English Writing, Digital Writing, Project Based Learning
The Effect of AI and Digital Literacy on English for Public Speaking Proficiency Arumsari, Arumsari; Rimawati, Elistya; Octaviani, Saly Kurnia
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2092

Abstract

Integrating technology into English language learning is essential for enhancing public speaking proficiency in the digital era. However, the specific impact of Artificial Intelligence (AI) tools versus general digital literacy on speaking performance remains underexplored. This study aims to analyze the simultaneous and partial effects of digital literacy and AI usage on students' English for Public Speaking proficiency. Using a quantitative approach, data were collected from 35 second-semester students and analyzed using multiple linear regression. The findings reveal that while digital literacy partially shows no significant effect, AI usage positively and significantly influences speaking skills. Simultaneously, both variables contribute 38.1% to the proficiency model. It is concluded that while digital literacy facilitates access, direct AI-assisted practice serves as the primary driver for improving public speaking competence.