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Academic Journal Perspective : Education, Language, and Literature
Published by Universitas Swadaya Gunung Jati
ISSN : 23547340     EISSN : 26216981     DOI : https://doi.org/10.33603/ef8wqz06
Core Subject : Education,
Languange, Linguistic, Communication & Media
Academic Journal Perspective Education Language and Literature e ISSN 2621 6981 and p ISSN 2354 7340 is a biannual journal published by Lembaga Penelitian The Institute of Research University of Swadaya Gunung Jati in Cirebon and in collaboration with AsiaCall Vietnam. The journal publishes twice a year in May and November. This journal published manuscripts in the areas of English Language Teaching ELT and Literature. The journal publishes both conceptual and research based articles on the areas of teaching English as a second or foreign language English language teaching and learning and English language teachers training and education including English Literature. The scope of scientific articles that can be published in this journal are as follows 1 English learning model 2 English learning media and multimedia 3 Curriculum of English learning 4 Assessment and evaluation of English learning 5 Teacher professional development 6 Lesson study in English learning 7 Studies in English Literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 212 Documents
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ARTIFICIAL INTELLIGENCE (AI) USE IN ACADEMIC WRITING FOR EFL/ESL STUDENTS IN HIGHER EDUCATION: A SYSTEMATIC REVIEW Atya Nur Ramadhanti; Agung Ginanjar Anjaniputra
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11142

Abstract

The emergence of Artificial Intelligence (AI) as a large language model (LLM) gives new hopes for addressing challenges faced by higher education students who learn English as Foreign Language (EFL) and Second Language (ESL) in writing scientific papers. However, assuming AI as a new hope in education is imprudent since its advancement could give both challenges and affordances in students’ academic writing. To date, studies that mainly focused on this area are limited, highlighting a need for further exploration. Hence, this study aims to examine to what extent AI could enhance EFL and ESL students in academic writing and its impacts to their writing. Systematic literature review was conducted, following the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) 2020 guidelines to synthesize studies over the past year (2023-2025). The findings revealed that AI can significantly assist students particularly in offering personalized feedback, facilitating ideas and content development, as well as providing automated tools. However, it also gives challenges such as plagiarism and disengagement. Therefore, AI integration should be followed by ethical regulations that are updated and dynamics following the fast-moving AI systems and are monitored regularly for its implementation. It is also important to build students’ academic integrity by positioning students’ critical thinking and commitment in academic principles and ethics as a central role in research.
THE IMPLEMENTATION OF DIFFERENTIATED READING INSTRUCTION IN EFL CONTEXT: STRATEGIES, IMPACTS, AND CHALLENGES Rukadah, Rukadah; Priyana, Joko; Hidayati, Sari
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11051

Abstract

This study is conducted using a systematic literature review which explores the strategies, impacts, and challenges during the implementation of Differentiated Reading Instruction (DRI) strategies in English as a Foreign Language (EFL) Classrooms.  The literature review analyses 19 studies published between 2014 and 2024, sourced from databases like Scopus, Google Scholar, and Mendeley. The findings reveal that tiered assignments and flexible grouping achieve the highest frequency use in DRI implementation. The strategies show the positive effects namely on reading comprehension, student engagement, and self-confidence. However, the reviews also find out the challenges such as a restricted time, limited resources, and insufficient teacher training hinder effective implementation. For further research, it is recommended to explore on other language skills namely listening, speaking, and writing to broad the impacts of DRI. The study also identifies the importance of teachers’ training on DI practices to overcome the challenges in diverse classrooms.

Page 22 of 22 | Total Record : 212

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