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All Journal International Journal of English and Applied Linguistics (IJEAL) International Journal of Advanced Science Computing and Engineering
Vaishnavi
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Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media

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Image Caption Generator Using Bahdanau Attention Mechanism Gowda , Nikhita B; Vaishnavi; Skanda B N , Avin; Rohan M; Raikar , Pratheek V
International Journal of Advanced Science Computing and Engineering Vol. 7 No. 3 (2025)
Publisher : SOTVI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/ijasce.7.3.264

Abstract

This project proposes a sophisticated image captioning system developed using an encoder-decoder framework bolstered with an attention mechanism. The system generates contextually appropriate text descriptions by dynamically weighting relevant image regions with CNNs for feature extraction and RNNs with attention layers. The model shows significant improvement on the Flickr8k dataset, as measured by BLEU. The study examines the use of such systems across domains, including assistive devices and automated indexing, and proposes employing transformer-based attention methods in future upgrades. The development of an image captioning system with an attention mechanism is a key advancement in computer vision and natural language processing. This mechanism helps the model focus on relevant image parts when generating words, improving contextual relevance and semantic accuracy. It aligns visual features with language more effectively, producing captions similar to human descriptions. The model employs teacher forcing during training to accelerate learning and improve fluency. Standard metrics like BLEU evaluate performance and compare models. Inspired by works like “Show, Attend and Tell,” attention bridges image features and language. Attention-based captioning can aid visually impaired users, enable content indexing, and improve human–computer interaction. Future research will likely scale models to larger datasets and enhance generalization across diverse scenes.
Integrating AI-Driven Vocabulary Games from Duolingo to Support Basis Writing Instruction in the EFL Classroom Vaishnavi; Desi Indah Lestari; Azizah Husda; Fachri Yunanda; Wilda Srihastuty Handayani Piliang
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.8251

Abstract

This study examined the efficacy of using the artificial intelligence (AI) program Duolingo in writing teaching for English as a Foreign Language (EFL), with a focus on enhancing students' descriptive text writing skills. The study addressed students' poor writing skills and limited vocabulary, which often made it difficult for them to articulate concepts effectively. This study's primary goal was to investigate how using Duolingo could improve students' writing abilities, their educational experiences, and teachers' opinions of its use. This study used a Classroom Action Research (CAR) design and a mixed methods approach with a qualitative predominance. While qualitative data were collected through teacher interviews and classroom observations, quantitative data were collected through writing assessments (descriptive texts). The study's findings demonstrated that utilising Duolingo greatly enhanced students' performance, especially in vocabulary, sentence structure, and text usage. After using Duolingo to write, students were more motivated, eager, and self-aware, according to a qualitative data, while teachers reported higher classroom involvement and learning efficacy. In conclusion, Duolingo was a useful tool that helped students build their vocabulary and improve their writing skills when it was methodically incorporated into writing instruction. By offering a workable methodology for incorporating AI-based apps into classroom learning, this study contributed to the field of EFL teaching. To further corroborate these findings, future studies should investigate other text genres and employ various research designs.
Co-Authors Azizah Husda Desi Indah Lestari Fachri Yunanda Gowda , Nikhita B Piliang, Wilda Srihastuty Handayani Raikar , Pratheek V Rohan M Skanda B N , Avin