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All Journal Journal International of Lingua and Technology Journal International Inspire Education Technology (JIIET)
Chai, Napat
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Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Addressing Pronunciation Challenges in Diverse Language Classrooms Latifah, Nur; Chai, Napat; Chai, Som
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i3.776

Abstract

Pronunciation is a critical yet challenging aspect of language learning, particularly in diverse classrooms where learners come from varied linguistic backgrounds. Mispronunciations can hinder effective communication and reduce learners' confidence. Despite its importance, pronunciation instruction is often neglected in language curricula, leaving learners ill-prepared for real-world interactions. This study addresses this gap by exploring effective strategies to tackle pronunciation challenges in multilingual classrooms. The research aims to identify the most common pronunciation difficulties faced by learners in diverse language classrooms and evaluate the effectiveness of targeted instructional strategies in addressing these challenges. A mixed-methods approach was employed, combining quantitative pre- and post-tests with qualitative classroom observations and interviews. Participants included 150 learners from diverse linguistic backgrounds enrolled in an English as a Second Language (ESL) program. Targeted pronunciation exercises, including minimal pair drills and intonation practice, were implemented over a 12-week period. Data were analyzed using statistical software and thematic analysis. The findings revealed significant improvements in learners' pronunciation accuracy, particularly in stress patterns and vowel sounds. Participants reported increased confidence in speaking and greater awareness of their pronunciation errors. Classroom observations indicated that interactive and repetitive exercises were most effective in addressing pronunciation challenges. Targeted pronunciation instruction is essential for improving communication skills in diverse language classrooms.
The Role of E-Learning in Supporting Adult Education Andas, Netty Huzniati; Lek, Siri; Chai, Napat; Nurdiana, Nurdiana
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.787

Abstract

The growing demand for lifelong learning and professional development has increased the significance of e-learning in adult education. Traditional learning models often fail to accommodate the diverse needs of adult learners, who require flexible, accessible, and self-paced learning opportunities. E-learning has emerged as a critical tool in addressing these challenges by offering digital platforms that enhance knowledge acquisition, skill development, and career advancement. This study aims to examine the role of e-learning in supporting adult education by evaluating its impact on engagement, learning effectiveness, and accessibility. A mixed-methods approach was employed, combining survey data from adult learners, performance analysis from e-learning platforms, and instructor interviews. Findings indicate that e-learning enhances learner autonomy, facilitates personalized learning experiences, and improves accessibility for individuals with work or family commitments. Statistical analysis revealed a strong correlation between e-learning engagement and knowledge retention, while qualitative data emphasized the importance of interactive content and real-time feedback. The study concludes that e-learning serves as a valuable complement to traditional adult education, providing flexible and inclusive learning solutions. Future research should explore the long-term impact of e-learning on adult career progression and strategies to further enhance digital learning experiences.
The Future of Adaptive Learning Systems in Education Siswanti, Tri; Chai, Napat; Som, Rit
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.792

Abstract

The rapid advancement of artificial intelligence (AI) and data-driven technologies has revolutionized education, paving the way for adaptive learning systems that personalize instruction based on individual learner needs. Traditional one-size-fits-all teaching methods often fail to accommodate diverse learning paces, styles, and abilities, necessitating more dynamic and responsive educational solutions. Adaptive learning systems leverage AI algorithms, real-time analytics, and machine learning to deliver customized learning experiences, enhancing student engagement and knowledge retention. This study aims to evaluate the effectiveness and future potential of adaptive learning technologies in education by analyzing their impact on learner outcomes, engagement, and instructional efficiency. A mixed-methods research approach was employed, integrating experimental assessments, student surveys, and instructor interviews across various educational institutions. Findings indicate that adaptive learning systems significantly improve student performance by tailoring instructional content, providing real-time feedback, and optimizing learning pathways. Statistical analysis revealed strong correlations between adaptive learning features and enhanced academic achievement. The study concludes that adaptive learning will play a transformative role in the future of education, requiring continuous refinement, ethical considerations, and policy development for broader implementation. Future research should explore long-term impacts and best practices for integrating AI-driven education across diverse learning environments.
Co-Authors Chai, Som Danang Ariyanto Krit, Pong Lek, Siri Netty Huzniati Andas, Netty Huzniati Nur Latifah, Nur Nurdiana Nurdiana Siswanti, Tri Som, Rit