Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal EDULITE: Journal of English Education, Literature and Culture Lingual: Journal of Language and Culture
Muhamad Rifqi Bakhtiar
Universitas Islam Sultan Agung
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Pedagogical, Technological, and Psychological Mediators on the English Language Teachers' Readiness for Asynchronous Online Teaching: A Systematic Review Muhamad Rifqi Bakhtiar
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p15

Abstract

The rapid move to online education during and after the pandemic increased the use of learning management systems (LMS) for teaching and assessment. Yet, little is known about what helps English teachers feel ready to teach asynchronously with an LMS. This paper reports a systematic review that examined the pedagogical, technological, and psychological factors that mediate the link between LMS modality and teachers’ readiness to run online classes. Following PRISMA 2020, 29 published articles between 2019 and 2025 were screened, including three studies (one EFL systematic review and two teacher surveys was screened 29). The findings show three consistent mediators. First, pedagogical design matters: clear task structures, LMS-based assessment, and activities that support active learning improve teachers’ confidence to teach asynchronously. Second, technological support is essential: reliable access, useful LMS features, and ongoing training help teachers use platforms effectively. Third, psychological factors play a key role: teacher self-efficacy and positive attitudes toward technology are linked to higher readiness, while concerns about workload can reduce it. A meta-analysis was not conducted because the included studies did not report standardized quantitative data. The review recommends repeated, practice-focused professional development informed by TPACK, stronger LMS reliability and support services, and better reporting of effect sizes and sample details in future research so that pooled estimates can be produced.
Towards humanized English learning: AI tools and speaking outcomes among university students Muhamad Rifqi Bakhtiar; Hendi Pratama; Seful Bahri; Rudi Hartono; Sri Wahyuni; Kurniawan Yudhi Nugroho; Treenuch Chaowanakritsanakul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.435-449

Abstract

The rapid advancement of artificial intelligence in higher education has significantly transformed English language teaching and learning processes. This study investigates the integration of humanizing pedagogy into AI-supported learning environments, particularly via platforms such as ChatGPT, Gemini, and Bing AI/Copilot, to enhance university students' speaking outcomes. Using a cross-sectional survey design involving 54 university students from Elementary School Teacher Education, Accounting, and English Education programs, data were collected via a structured questionnaire during May 2025 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while artificial intelligence provides efficient feedback and structured practice, the human element remains essential for creating an authentic and supportive instructional atmosphere. Students who perceived psychological benefits from AI use showed the strongest intention to continue using these tools (β = 0.368, p < 0.01), followed by learning effectiveness (β = 0.289) and technology usability (β = 0.241), with the model accounting for 61.4% of variance in adoption intention. This research provides practical implications for curriculum designers to incorporate humanized artificial intelligence strategies into English education programs to ensure more effective and empathetic classroom instruction.
Co-Authors Hartono, Rudi Hendi Pratama Nugroho, Kurniawan Yudhi Seful Bahri Treenuch Chaowanakritsanakul Wahyuni, Sri