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All Journal ELT-Lectura JOLLT Journal of Languages and Language Teaching
Esparrago-Kalidas, Adeva Jane
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Education Languange, Linguistic, Communication & Media

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Classroomscreen's Timer and Work Symbols Widgets: Encouraging Students' Communication During Group Works in English Classes Esparrago-Kalidas, Adeva Jane; Manla, Edralin; Dampor , Ninna Norika R.; Labnotin , Roy Vincent J.; Quintana, Angelica Chriselle; Taloon, Twinkle L.
ELT-Lectura Vol. 11 No. 2 (2024): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v11i2.20443

Abstract

This action research uses Classroomscreen, an interactive tool that has a variety of features and options for facilitating learning like widgets such as timer and work symbols, to encourage communication during group works. The research used a practical action research design that utilized mixed methods to address the study's problem and was conducted at a private Junior High School in the Philippines. The researchers introduced the said application and conducted an observation before and during its use. After the proposed intervention, the researchers conducted a focus group discussion and computed the data using Wilcoxon Signed Rank Test. The results showed that students can better concentrate and pay attention, ask and answer questions, and communicate better over-all during groupworks when they were using Classroomscreen. Thus, the researchers recommend that teachers maximize the use of Classroomscreen in both face to face and online learning.
Exploring the Use of AI in Text Generation and Writing Assistance Among Junior High School Students in the Philippines Esparrago-Kalidas, Adeva Jane; Emata, Lea Lilibeth B.; Macaponggis, Sittie Aleah C.; Galon, Warren J.; Velano, Christoff Andrew R.; Moxcir, Ali Abdullah B.; Goyeneche, Angelique D.; Tulner, Ella V.; Cha, Yerim S.
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15863

Abstract

This study explores the utilization of Artificial Intelligence (AI) for text content generation and writing task assistance among junior high school (JHS) students in a private school in the Philippines. Employing a quantitative survey research design, data were gathered through an online questionnaire and analyzed using means, t-test, and ANOVA. Results revealed that students exhibited low utilization of AI for text content generation (M = 2.42), primarily due to concerns over academic dishonesty, information accuracy, and risk to grades. Conversely, moderate utilization (M = 2.59) was observed in using AI for writing task assistance, such as grammar checking, idea expansion, and feedback—indicating students’ preference for AI as a tool to enhance, rather than replace, their own work. A significant gender difference (p = 0.0150) was found in text generation, with males using AI more than females, while no significant difference (p = 0.3593) emerged in writing assistance. Grade-level comparisons showed low utilization across all levels for text generation, but significant differences (p = 0.0011) in writing assistance, with higher grade levels showing more frequent use. Findings highlight the need for clear school-wide AI policies and structured guidance to support students in responsibly integrating AI into academic practices. School administrators should establish clear policies, provide A.I. literacy programs, and ensure equitable access to foster ethical and effective use of A.I. in education. Teachers must model responsible engagement with A.I., integrate discussions of its limitations and biases into lessons, and guide students in using it as a learning aid rather than a shortcut. Students are encouraged to verify information, maintain academic integrity, and treat A.I. as a supplement to their own critical thinking and effort. This study fills gaps in existing literature by providing information and analysis about differences in A.I. use among students of varying grade levels, particularly for English writing tasks.
Co-Authors Cha, Yerim S. Dampor , Ninna Norika R. Emata, Lea Lilibeth B. Galon, Warren J. Goyeneche, Angelique D. Labnotin , Roy Vincent J. Macaponggis, Sittie Aleah C. Manla, Edralin Moxcir, Ali Abdullah B. Quintana, Angelica Chriselle Taloon, Twinkle L. Tulner, Ella V. Velano, Christoff Andrew R.