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Hijrah Syam
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State Islamic University (UIN) Datokarama Palu Diponegoro Street No. 23 Palu Central Sulawesi Province, Sulawesi, Indonesia 94221
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Datokarama English Education Journal (deejournal)
Published by Universitas Islam Negeri DATOKARAMA PALU
ISSN : -     EISSN : 27234967     DOI : https://doi.org/10.24239/dee
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Other
deejournal: Datokarama English Education Journal is authorized by the English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu. The publication is issued twice a year, in June and December. This journal invites lecturers, researchers, and educational practitioners in the field of English Language Education and Teaching, Linguistics, and Literature, to write or disseminate research findings. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 2 Documents
 1 
Search results for , issue "vol. 7 no. 2 (2026): july-december" : 2 Documents clear
Examining AI-Enhanced Bilingual Scaffolding in Educational Technology English: Evidence from a Quasi-Experimental Study Andi Asrifan; La Sunra; K. J. Vargheese; Akhtem A. Dzhelilov; Sajed S. Ingilan
Datokarama English Education Journal Vol. 7 No. 2 (2026): July-December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i2.158

Abstract

This study examined AI-enhanced bilingual scaffolding in Educational Technology English within an ESP framework. It investigated whether strategic bilingual mediation and AI-assisted feedback were associated with higher student engagement and higher-order learning than traditional instruction. Using a quasi-experimental pretest-posttest non-equivalent control group design, the study involved 84 undergraduate students from an Indonesian Educational Technology program. Two intact classes were assigned as experimental and control groups. Data were collected through a student engagement scale, higher-order learning performance assessment, classroom observation checklists, and reflection logs. The data were analyzed using descriptive statistics, independent-samples t-tests, gain-score analysis, effect-size estimates, and thematic interpretation. The findings showed that the experimental group achieved greater gains in cognitive engagement (gain = 1.27; d = 1.46) and creation skills (gain = 18.7; d = 1.52), with significant between-group differences (p < .001). Qualitative findings suggested that AI functioned as a cognitive partner, supported bilingual conceptual transfer, reduced anxiety, and increased linguistic confidence. The study contributes to scaffolding and bilingual pedagogy by proposing an AI-enhanced bilingual co-scaffolding model for ESP curriculum design, AI literacy integration, and lecturer professional development.
ChatGPT Use and Self-Reported Academic Writing Development among EFL Students: An Explanatory Sequential Mix-Methods Study Maya Marsevani; Haeruddin Haeruddin
Datokarama English Education Journal Vol. 7 No. 2 (2026): July-December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i2.178

Abstract

This study examined the association between ChatGPT use and self-reported academic writing development and explored students’ perceptions of its role across the planning, drafting, revising, and editing stages. A quantitative-priority explanatory sequential mixed-methods design was employed at one university in Batam, Indonesia. Using purposive sampling, questionnaire data were collected from 80 English Education students who had completed an academic writing course and used ChatGPT for writing tasks. Eight respondents with different ChatGPT-use profiles subsequently participated in semi-structured interviews. The quantitative results showed that higher composite ChatGPT-use scores were significantly associated with higher self-reported academic writing scores, explaining 60.1% of the variance. Based on the eight interviews, participants perceived ChatGPT as a source of support for idea generation, text organization, language refinement, revision, efficiency, and confidence. They also emphasized the importance of verifying information, evaluating AI-generated suggestions critically, maintaining authorship, and avoiding excessive dependence. These findings indicate an association between ChatGPT use and perceived writing outcomes rather than objectively measured or causal improvement. The interpretation is limited by the one-institution purposive sample, cross-sectional design, and reliance on self-reported data. Pedagogically, the findings suggest that verification practices, critical evaluation, academic integrity, and learner autonomy warrant further consideration in AI-assisted writing instruction.

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