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International Journal Artificial Intelligent and Informatics
ISSN : -     EISSN : 2622626X     DOI : https://doi.org/10.33292
Core Subject : Economy, Science,
International Journal of Artificial Intelligence and Informatics is a scientific journal dedicated to the exploration of theories, methods, and applications of artificial intelligence in time series analysis, forecasting, and prediction. This journal serves as a platform for researchers, academics, and practitioners to publish their work on predictive models applied to various time-dependent phenomena. Topics within the journal’s scope include, but are not limited to: 1. Predictive Methodologies and Models Deep learning models for forecasting (LSTM, GRU, Transformer, etc.) Machine learning algorithms for time series forecasting (ARIMA, SARIMA, XGBoost, etc.) Optimization of forecasting models using metaheuristic approaches (PSO, GA, etc.) Hybrid models for improving prediction accuracy Statistical methods and Bayesian approaches in forecasting 2. Applications of Time Series and Forecasting Across Various Fields Financial and stock market prediction Weather forecasting and climate change analysis Energy demand forecasting and resource management Time series analysis in healthcare and epidemiology Forecasting in manufacturing and supply chain management User behavior prediction in e-commerce and social media 3. Data and Infrastructure for Forecasting Big data management in time series analysis Streaming data and real-time forecasting Explainable AI (XAI) in predictive models Data augmentation and synthetic data for forecasting The journal welcomes research articles, review papers, and case studies that provide significant contributions to the development of theories and implementation of predictive systems based on artificial intelligence.
Articles 41 Documents
The Role of Artificial Intelligence in Enhancing Foreign Language Learning: Toward Guided Human–AI Language Learning (GHAILL) John Bunce; Gumarpi Rahis Pasaribu; Nanda Dwi Astri; Nurainun Hasibuan; Dara Mubshirah
International Journal Artificial Intelligent and Informatics Vol. 4 No. 3 (2026): August 2026
Publisher : Research and Social Study Institute (ReSSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/0sdyya49

Abstract

  Artificial intelligence (AI) is rapidly reshaping foreign language learning by providing learners with immediate linguistic support, conversational practice, adaptive feedback, and opportunities for learning beyond formal classroom time. Yet the pedagogical value of AI cannot be reduced to technological availability alone. This qualitative study is designed to explore how 30 university students experience AI-supported foreign language learning, with particular attention to speaking development, learner agency, engagement, feedback, confidence, self-regulated learning, and critical AI literacy. Data are to be collected through semi-structured interviews and, where available, supplementary learning reflections or AI interaction records. The study adopts reflexive thematic analysis to identify patterns in how students use AI to rehearse speech, generate ideas, expand vocabulary, check grammar, seek pronunciation support, manage speaking anxiety, and regulate independent learning. At the same time, the study examines tensions related to inaccurate output, dependency, superficial learning, privacy, academic integrity, and the limited authenticity of machine-mediated interaction. The manuscript proposes Guided Human-AI Language Learning (GHAILL) as an interpretive model in which learners move from goal setting to AI-mediated practice, critical evaluation, linguistic modification, human communication, and reflection. The central argument is that AI is most educationally valuable when it functions as a scaffold and rehearsal partner rather than a substitute for learner thinking, teacher guidance, or human interaction. The study contributes to emerging scholarship on generative AI in language education by connecting AI use with agency, self-regulation, willingness to communicate, and speaking development in a university context.