Indonesia Technology-Enhanced Language Learning (iTELL) Journal
The Indonesia Technology-Enhanced Language Learning (iTELL) Journal is a scientific journal published by Indonesia Technology-Enhanced Language Learning (iTELL) Association, with an E-ISSN 3064-2841. iTELL Journal publishes journal articles in the digital learning contexts of languages. iTELL Journal regularly publishes twice a year (June and December). The scope of iTELL Journal includes, inter alia: Active learning Artificial Intelligence in language instruction Collaborative technologies applied to language instruction Design thinking and technology Digital learning/hybrid/E-Learning Innovative/digital/hybrid pedagogies Technology Enhanced Language Learning (TELL) Technology-based assessment and practices in language instruction Technology-based media development and evaluations in language instruction Xtended Reality (Virtual, Augmented, and Mixed Reality Systems) For a more detailed scope, please go to our About Section. Kindly go to the submission section to submit your manuscript. We are looking forward to receiving and publishing your quality works with iTELL Journal. Editor-in-Chief, Francisca Maria Ivone
Indonesia Technology Enhanced Language Learning (iTELL) Association
The Application of TPACK (Technological Pedagogical Content Knowledge) in English Teaching Using Schoology
This study aims to find out their application of TPACK (Technological Pedagogical Content Knowledge) using Schoology and explored the impacts Schoology-based English teaching have on teachers and students. The study employed two methods: class observation and interview by involving three English teachers and forty-five students aged 15-17 years old from a private middle school in Indonesia. This study reveals that the positively perceived advantages outnumber the perceived disadvantages, making Schoology still the recommended LMS to be used in schools to implement TPACK. Regarding the application of TPACK in Schoology-based English instruction found in this study, the teacher-centeredness is still present in the delivery of material via PowerPoint and only one learning model is used throughout the lesson. Thus, it is recommended for schools to plan for prior TPACK and Schoology training to maximize the use of TPACK and Schoology features.
Copyright (c) 2025 Inggraini Hartono, Siti Mina Tamah https://creativecommons.org/licenses/by-sa/4.0
From Bytes to Attitudes: Unpacking Students' Cognitive, Affective, and Behavioral Responses to AI
This study aims to explore secondary and high school students' attitudes towards artificial intelligence (AI) in affective, behavioural, and cognitive dimensions and to analyse the relationships between these attitudes using multilevel and structural equation modeling. The study was conducted with quantitative data obtained from 702 students and 8 English as a Foreign Language teachers. Multilevel models were constructed considering students' gender, grade level, previous use of AI, and teacher-related classroom effects. The findings demonstrated that students who had previously used AI exhibited more positive attitudes in all attitude dimensions. In addition, cognitive attitudes significantly predicted affective attitudes, affective attitudes significantly predicted behavioural attitudes, and affective attitudes played a partial mediating role in this relationship. Although the teacher effect was limited, it provided a significant contribution to the model. These results reveal that students' attitudes towards AI are influenced not only by individual but also by contextual factors, and emphasize that strategic planning for AI integration in educational environments needs to be designed by considering multilevel structures.­­­­­
Copyright (c) 2025 Pelin Derinalp https://creativecommons.org/licenses/by-sa/4.0
A Preliminary Investigation of EFL Students' Intention to Use ChatGPT: A Structural Equation Modelling
This study is encouraged by pervasive advocacy for generative AI, despite emerging debates on their ethical concerns and use in academic environments. The research explores a model assesssing students’ beliefs and intentions to use ChatGPT. Utilizing the framework of Behavioral Reasoning Theory (BRT) and the Extended Theory of Planned Behavior (TPB), a post-positivist research design was employed. Overall model validity and reliability was gained along with dynamic correlation between variables in the model, including behavioral beliefs, perceived usefulness, social influence, perceived behavioral control and ethical considerations. In addition, this study suggests empirical data for the predictive power of beliefs and intention. As a pilot study, this research offers significant roles of motivational drives to use ChatGPT affecting students’ beliefs of the technology. Moreover, initial insights on the significant effects of demotivating factors to use the technology towards the participants’ subjective norms could be further explored in subsequent studies. ­
Copyright (c) 2025 Paulus Widiatmoko https://creativecommons.org/licenses/by-sa/4.0
Exploring Non-English Majors’ Perceptions Towards ChatGPT in Enhancing Speaking Accuracy: A Mixed-methods Study in HUIT
This study investigated non-English major sophomores’ perceptions of using ChatGPT to enhance speaking accuracy (SA) at Ho Chi Minh City University of Industry and Trade (HUIT). Conducted over eight weeks with 137 participants, and based on the Technology Acceptance Model (TAM), the research used mixed-methods quasi-experimental design to have a deeper insight about how students perceived ChatGPT’s ease of use and usefulness in developing SA in terms of pronunciation, grammar and vocabulary. The findings revealed a slight enhancement in post-test compared to pre-test, particularly in vocabulary and grammar. Most students perceived ChatGPT is user-friendly and beneficial for language learning; however, it was suggested to be a supporting tool rather than a substitution for human teachers. The findings highlight promises of AI tools to assist speaking development in EFL contexts, offering practical implications for educators, universities and EdTech developers.
Copyright (c) 2025 Nguyen Giang Huong, Thuy Vu Diem Tran https://creativecommons.org/licenses/by-sa/4.0
Writing Application in English Language Teaching: A Systematic Literature Review From 2013-2024
This article aims to examine the development and application of digital applications in teaching English writing skills, focusing on two main categories: web-based applications and mobile applications. This study uses a literature review approach analyzed through literature mapping from the Connected Papers platform, with publications ranging from 2013 to 2024. The findings indicate that web-based applications such as Google Docs and Canvas significantly enhance students' writing skills through online collaboration, real-time feedback, and structured revision processes. On the other hand, mobile applications such as WhatsApp and Google Slides support writing skills in a more flexible informal context, emphasizing social interaction, collaboration, and out-of-class learning engagement. Both types of applications have their own advantages and challenges and can be used complementarily in hybrid and adaptive English writing instruction. The implications of these findings highlight the importance of technology-responsive instructional design, teacher training in digital literacy, and pedagogical adaptation to students' social and cultural contexts. This article recommends further research on the long-term effectiveness of digital applications in improving students' writing competencies, as well as the development of sustainable and inclusive implementation strategies in ESL and EFL learning environments.
Copyright (c) 2025 Lita Saleppang, Salasiah Ammade https://creativecommons.org/licenses/by-sa/4.0
Digital Reading Platforms in ELT: A Global Review of Practices and Impacts (2015-2025)
The goal of this study is to present a thorough worldwide summary of how digital reading platforms have been incorporated into English language teaching (ELT) throughout the 2015–2025 timeframe. Platforms such as Epic!, ReadWorks, Raz-Kids, and M-Reader have had a significant impact on how reading is taught, practiced, and assessed in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts due to the growing role of digital technologies in education, particularly during the COVID-19 pandemic. This study examined academic publications indexed in Scopus, Web of Science, Google Scholar, and the Connected Papers platform using a qualitative methodology and a systematic literature review strategy. Four main themes emerged from the review and classification of the articles: the difficulties, types, impacts, and efficacy of digital reading platforms. Research indicates that while digital platforms offer benefits including enhanced motivation, tailored learning, accessibility, and engagement, they also present challenges. These include issues related to privacy and data justice, multimedia distractions, the digital divide, and inadequate teacher preparation. Additionally, it has been demonstrated that digital technologies affect students’ digital identities, instructor autonomy, and institutional frameworks. According to the study’s findings, pedagogical integration and the broader educational ecosystem are just as important to the efficacy of digital reading platforms as the technology itself. In order to ensure the ethical and effective use of digital technologies in ELT globally, the review emphasizes the necessity of critical implementation, contextual adaptation, and multidisciplinary cooperation.
Copyright (c) 2025 Annisa Fadillah, Salasiah Ammade https://creativecommons.org/licenses/by-sa/4.0
From Computer-Assisted Language Learning (CALL) to Augmented Reality (AR): Technological Interventions in Bilingual Language Learning
Bilingual education is a critical component of modern educational practices, aimed at fostering bilingualism and improving academic success. Technology-enhanced language learning (TELL) has emerged as a transformative tool in this domain. This paper explores TELL's impact on bilingual education by synthesising theoretical frameworks, examining diverse technologies, evaluating effectiveness, and addressing implementation challenges. The theoretical foundations include constructivism, sociocultural theory, and cognitive load theory. Constructivism highlights the active construction of knowledge through interactive technology-based environments, while sociocultural theory emphasises collaboration and cultural exchange. Cognitive load theory guides the efficient design of TELL materials to enhance learning outcomes. Technologies such as computer-assisted language learning (CALL), mobile apps, virtual reality (VR), augmented reality (AR), and online collaboration tools are instrumental in TELL. These platforms offer personalised learning experiences, immersive environments, and opportunities for synchronous and asynchronous interactions, significantly improving language proficiency, cultural understanding, and overall educational outcomes. Despite its potential, challenges like limited access to technology, varying digital literacy levels, and the need for teacher training hinder widespread adoption. Addressing these obstacles requires promoting equitable access, enhancing digital skills, and providing professional development for educators. Future research should prioritise innovative TELL approaches, long-term evaluations, and best practices for effective integration into bilingual education. By influencing technology and theoretical insights, TELL has the potential to revolutionise bilingual education, fostering interactive, engaging, and culturally enriched learning experiences while empowering global citizens in a digital age.
Copyright (c) 2025 Azran Azmee Kafia, Abdur Rahman https://creativecommons.org/licenses/by-sa/4.0
Dubbing Method and Learning Videos for Improving Students' English Speaking
Many students continue to perceive English as a challenging language to master. Furthermore, they often lack confidence and fear making errors. This study aimed to assess students' English speaking skills following the implementation of the dubbing method and the use of video learning materials. The research employed a pre-post-test experimental design involving a single group. Data collection and analysis methodologies encompass observation, interviews, and documentation. The analysis of data is conducted through categorization and comparison, which includes the following classifications: dissatisfied category (AS), moderate category (F), good category (G), very good category (VG), and excellent category (E). The findings from the pre-test indicated that there were 7 students in the US category, 21 in the F category, 13 in the G category, 3 in the VG category, and none in the E category. In contrast, the post-test results revealed no students in the US category, 6 in the F category, 20 in the G category, 17 in the VG category, and 1 in the E category. The positive impact of employing the dubbing method is evident in the enhancement of students' English speaking abilities. This is supported by the pre-test results, which showed students in the US category, a category that was absent in the post-test results. Additionally, no students were found in the E and AS categories in the post-test. Therefore, the dubbing method proves to be an effective strategy in the educational process for improving students' proficiency in spoken English.
Copyright (c) 2025 Amir Hamzah, Nareswari Nisita, Abdul Karim, Laura Thea Esmeralda https://creativecommons.org/licenses/by-sa/4.0
Reading Before Writing: A Foundational Skill in AI-enhanced L2 Classrooms
This paper looks at how Artifiical Intelligence (AI) tools are changing the way writing is taught in second language classrooms. Since these tools can handle grammar and sentence structure, students can spend more time focusing on their ideas and how they communicate them. To use AI well, students need strong reading skills, especially the ability to read widely and think carefully about what they read. This paper explains why reading is now more important than ever, shares ideas from research, and gives practical tips for teachers. It also highlights the changing role of the writing teacher, who now acts more as a guide—helping students make good choices, think critically about AI output, and develop their own voice as writers.
Copyright (c) 2025 Willy A. Renandya, Flora D. Floris https://creativecommons.org/licenses/by-sa/4.0
Brainstorming Implementation on Students’ Difficulties in Listening Skills
The aim of this research was to describe how the brainstorming technique worked in improving students’ difficulties in comprehending listening audio recordings in a listening class. Brainstorming was the process of generating new ideas without criticizing or evaluating those ideas during the class session to encourage students to participate freely and spontaneously in class discussion. As a result, the class atmosphere became relaxed, and students felt free and ready to follow the listening session. Brainstorming techniques involved pre-listening activities as well as while-listening and post-listening activities. In this research, the results of this free discussion were reflected in students’ free-writing tasks about their learning experiences in listening skills. This research applied a descriptive qualitative method, in which writing data were obtained from 24 students who attended a listening class in their first year in the 2024–2025 academic year. The research instruments were texts, audio recordings, and written observation sheets.
Copyright (c) 2025 Irmawaty Hasyim, Salmia Syarifuddin https://creativecommons.org/licenses/by-sa/4.0
Exploring the Impact of Artificial Intelligence (AI) Tools in Providing Writing Feedback for EFL Learners
This study explores the perceptions of EFL students regarding the use of AI-powered tools, such as Grammarly and ChatGPT, in enhancing their academic writing skills. Employing Davis’s Technology Acceptance Model (TAM) as a theoretical framework, the research examines three primary dimensions: perceived usefulness (PU), perceived ease of use (PEOU), and AI vs Human Feedback. Six undergraduate students from a university in Indonesia participated in semi-structured interviews, which were analyzed using thematic analysis. Findings indicate that students value AI tools for their real-time, grammar-focused feedback, which improves coherence, clarity, and writing efficiency. However, students often preferred human feedback for its contextual depth and personalized nature, especially for complex tasks. While AI tools were praised for their accessibility and time-saving features, their inability to fully capture individual writing styles and contexts highlighted the need for a hybrid feedback approach. This study suggests combining AI and human feedback to provide comprehensive support, balancing technical accuracy with nuanced developmental guidance, thus fostering enhanced learning experiences for EFL learners
Copyright (c) 2025 Shevanya Natalie https://creativecommons.org/licenses/by-sa/4.0
The Anchorage of Technology at Maritime English Class: A Case Study at Barombong Maritime Polytechnic
This research examines the significant role of technology in education at Barombong Maritime Polytechnic, particularly in teaching Maritime English. Using a mixed-methods approach that combines qualitative and quantitative analysis, the research examines how technology affects the effectiveness and engagement in Maritime English learning. The findings underscore the crucial role of technology at various stages of learning, from preparation to evaluation. The use of technology, including compiling e-books, leveraging YouTube for content delivery, and utilizing the Marlin Test app, demonstrates a wide range of applications in enhancing learning outcomes. Throughout the learning process, the frequent utilization of technology-based tools and platforms fosters an interactive and supportive learning environment conducive to effective learning. From computers and projectors to applications such as Wordwall and Zoom Meeting, technology enriches the educational experience, provides access to a variety of resources, and facilitates collaboration between students and educators. Additionally, technology-supported evaluation methods, such as Google Forms for theory exams and video recording for speaking assessments, offer a more efficient and comprehensive approach to assessing student progress and proficiency.
Copyright (c) 2025 Nursyam, Ratno, Rony https://creativecommons.org/licenses/by-sa/4.0
Breaking Barrier of Perplexity: How AI Tackles Brainstorming in Academic Writing
Artificial Intelligence has become a hot topic in recent years, with increasing interest in its potential as a writing aid. Brainstorming ideas has been a challenge for students in writing articles. Furthermore, with the development of Artificial Intelligence, such as Perplexity as a writing aid, it can elaborate new ideas in brainstorming accompanied by relevant sources and make writing articles more efficient. This study reports students’ perspective towards Perplexity as Artificial Intelligence to brainstorm ideas in academic writing. Qualitative methods with interviews as the instrument was used in doing the research. The sample is from the English Department Study Program in one of the Universities in Central Java, Indonesia. To gather the data for this research, close-ended and semi-structured interviews are combined to gain more information. The results explored the challenges of Artificial Intelligence in teaching and learning in 5.0 society. Moreover, AI can be a useful tool in facilitating the brainstorming process, there are still some barriers that need to be overcome.
Copyright (c) 2024 Anggytha Mutiara, Diva Maulida, Lilia Indriani https://creativecommons.org/licenses/by-sa/4.0
EFL Teaching Method for Young Learners in Digital Era
Teaching English to young pupils in the digital age requires innovative methods considering their psychological characteristics. The most crucial factors for teaching English to young learners, particularly those between the ages of four and five, are selecting the right teaching strategy and handling techniques for the classroom and choosing instructional materials that complement these strategies. This study has two main goals: first, to identify the English teaching methodology being employed at Beetle Bug Bilingual Kindergarten Semarang; second, to provide an explanation of the method's rationale based on a review of the literature, highlighting both the method's strengths and areas for improvement. This is observation-based research in which all of the results are discussed qualitatively. The study found that the teacher combined Communicative Language Teaching with the Situational Language Teaching method. She employed creative strategies to capture the students' attention during their lessons because they were still learning to write the alphabet. The fact that there was no crying or disruption during the education process indicates that the students exhibited good conditioning.
Copyright (c) 2024 Ummi Azzahra https://creativecommons.org/licenses/by-sa/4.0
Leveraging Technology in English Language Learning
Technology gets through all aspect of life, and it is inevitable. So, it is mandatory to put technology such as artificial intelligence (AI) in teaching learning activity, especially in high school. In SMA Banua Kalsel where students rarely got their gadgets to study in class, devices such as, laptop and phone is limited. The scope of this study is technology applications (ChatGPT, Quizizz, and Wordwall) in teaching learning activity, students’ engagement, and students’ understanding of learning English with technology. This research is descriptive research with qualitative method. It will gather, structure, and interpreting data on teaching learning English in class with AI technology. Action research is used to conduct the research. The action research format involves initial exploratory analysis and action strategy development. After doing the research there are some ideas which can be concluded. When the learning activity use AI, Students have more active engagement in learning activity and enhance students understanding. Limited time in using devices does not limited students’ ability to operate and use technology applications. Using technology on test gives extra enhancement on students score. Even though most of students enhance their understanding when learning with technology, there are students who doesn’t match with technology.
Copyright (c) 2024 Bianca Maria Talitha https://creativecommons.org/licenses/by-sa/4.0
Man Vs Machine: Battle of Wits in Writing
This study intended to compare the short stories written by students and those generated by AI. The use of AI in the current educational context seems inevitable without opposition in the creative writing field. Administering creative writing scoring rubrics, a comparative study employing analysis was carried out. The four aspects of short story writing: 1) Image, 2) Voice, 3) Characterization, and 4) Narrative, were examined. The scoring rubric aspects were instigated as the comparison value. Through the study, the following results were described: 1) There were similar and different qualities performed by students written short stories and AI-generated short stories, 2) There were dominances and lowliness aspects performed by students written short stories and AI-generated short stories, 3) The dominance of students written short stories were pertained to the characterization and voice, while the AI-generated short stories were dominant in Image application. For the narrative aspects of the short stories, it was found a tie. This study implied that language learners to use AI carefully particularly in the field of creative writing.
Copyright (c) 2024 Sarifah Achmad, Angelina Pasha Rami Pratiwi https://creativecommons.org/licenses/by-sa/4.0
A Book Review: AI in Education Guidance for Policy Makers
This book delves into AI's potential to revolutionize teaching, learning, and assessment while addressing ethical concerns and policy implications. The review commends the book's emphasis on equity, inclusion, and ethical considerations in AI adoption. It highlights the importance of interdisciplinary collaboration and robust governance frameworks to ensure AI's responsible and equitable implementation. The review also underscores the book's practical recommendations for leveraging AI to enhance educational management, empower educators, and foster lifelong learning. Overall, this review provides valuable insights into the transformative potential of AI in education and emphasizes the need for thoughtful and ethical approaches to maximize its benefits for all learners.
Copyright (c) 2024 Angga Widitama, Dahlia Linuwih, Elisha Giovanni Dyanu Permana https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Students’ Perception Regarding to the Use of Role Play Technique in Learning Speaking Skills
This study aimed to find out how are the perception of students regarding to the use of role play technique in learning speaking skills and also what are strengths and weaknesses of it according to students’ perception at SMP Negeri 1 Kelapa Dua, Tangerang. The objectives of the research were to comprehend about how are the perception of students regarding to the use of role play technique in learning speaking skills and also to find out about what are strengths and weaknesses of using role play technique in learning speaking skills according to students’ perception. The research employed a case study method. The data were collected by observation, questionnaire, and interview. The results of the research showed that it helped them in English Vocabulary, English Grammar, English Comprehension, English Pronunciation, and also their English fluency. Moreover, it was more fun and helped them to cultivate their knowledge, made them interested and more enthusiastic, more optimistic, more motivated, taught them about teamwork, involved them directly, and more active. However, it still made them shy and afraid when playing roles. It is also proven to be efficient as a technique in learning speaking skills, but less effective in fostering their self-confidence.
Copyright (c) 2024 Michael Wijaya, Ika Handayani, Yusti Fargianti https://creativecommons.org/licenses/by-sa/4.0
The Effect of Pop-up Dictionary Tools for Vocabulary Learning Aid on the "Language Reactor" Chrome Web Extension
Language application to learn vocabulary has gained a lot interest in the past years including “Language Reactor”, a Chrome web extension based application. This extension offering learning language through movies or videos using dual subtitles and pop-up dictionary. Previous studies focuses on the Pop-up dictionary tools showed benefit for vocabulary learning aids integrated with reading skills, while the research about the benefit of Pop-up dictionary for vocabulary learning aids integrated with listening skills is limited. This research aimed to know the effect of Pop-up dictionary tools in “Language Reactor” for vocabulary learning aid that integrated with listening skills. Using quasi-experimental research design, the population were divided into two groups with the experimental group using “Language Reactor” and the control group using “GOM Player”to viewing the video materials. Pretests in the form of vocabulary tests were administered before the four-meeting experiment in a public senior high school in Indonesia, followed by posttest for both group. Because the data obtained show unpaired sample size, the Independent Samples T-test was used to analyze the data. The result revealed that the significant value (2-tailed) was 0.522, indicating that there was no positive effect on the use of Pop-up dictionary in the “Language Reactor” Chrome extension as vocabulary learning aid. This demonstrates that using technology in the classroom do not always enhanced learning. Therefore, carefully choosing the technology to use for learning vocabulary in the classroom is suggested, particularly when integrated with different language skills.
Copyright (c) 2024 Lifa Nur Cahyani, Mutiara Bilqis, Areta Puspa https://creativecommons.org/licenses/by-sa/4.0
Developing Android-based Application for Vocational High School Students in Learning Tense
The students at one of Vocational High Schools in Sarolangun, Jambi, have some difficulties understanding the English Tense which is very essential in understanding sentence meaning related with time activities. This research aimed to develop an android-based application to help them overcome their difficulties. The development of the application made use of the Kodular website. The research method used was Research and Development (R&D) which followed the five stages of the ADDIE model as the developmental procedure. The stages of the ADDIE model in accordance with Branch theory are 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The data related with developmental process were collected using questionnaire then analyzed quantitatively and qualitatively. The result of this research was in form of an android-based application called FunTense which accommodates students’ needs and preferences in the learning English Tense. The result indicated that the development was valid proved by the result of media validation with 78% score percentage and content validation with 91% score percentage. Further, the students response indicated as excellent with total score percentage 92,95%. It can be concluded that the FunTense application developed in this research was valid and can be used as a learning media.
Copyright (c) 2024 Indri Nilam Atika, Marzul Hidayat, Fortunasari https://creativecommons.org/licenses/by-sa/4.0
Technological Tools Used in the EFL Teaching in Indonesia
Nowadays, technology has developed tremendously, and various technological tools have been applied in education, more particularly in English as a foreign language (EFL) teaching. However, there has been no comprehensive report on the types of technological tools that have been used so far and how beneficial they have been. This article aims to review the development and application of technological tools by connecting them to the development of the stages of the World Wide Web, starting from Web 1.0 to Web 4.0 entailing Artificial Intelligence, and the outbreak of the Covid-19. The exploration of the varieties of the technological tools used in the EFL teaching will give insights to EFL teachers on the varieties of technological tools and their benefits for EFL teaching, especially in Indonesia. Reflecting upon the results of the exploration, it is suggested that EFL teachers consider any of the technological tools in their classrooms either for practical purposes or research.
Artificial Intelligence, EFL teaching, technological tools
Copyright (c) 2024 Bambang Yudi Cahyono https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence (AI) News Anchor: How AI’s Performance in Journalistic Sector?
This research reviews Artificial Intelligence (AI) news anchors in the journalistic sector. This research uses library research. The analysis shows that the rise of the AI news anchor/newsreaders marked a milestone in journalism. However, at the same time, it also sparked discussion and concern. In April 2023, one of Indonesia's private television stations, TvOne, introduced several news anchors alias AI news anchors, named Sasya and Nadira, and Bhoomi later. Several news agencies and media in various countries have previously demonstrated innovation with AI newsreaders such as China, South Korea, Russia, Kuwait, and India. The appearances of male and female AI newsreaders are presented to resemble the human appearance and given data that can be read using text-to-speech technology. The emergence of AI anchors has presented traditional announcers and presenters with new opportunities and challenges. Therefore, it is necessary to confront the formidable obstacles that AI anchors present to presenters. AI's application to the AI news anchor allows AI technologies to give a synthesized voice and digitally manipulated visage based on developer-supplied content. However, AI technology is still immature, and its adoption in the media faces numerous obstacles. Future AI news anchor trends may include interactive broadcasting and effective news anchors. Various jobs may be represented by robots with AI. AI may be able to replace the work of human journalists and even replace humans as news presenters. However, we need to understand that AI is cannot a substitute for humans, but it is a tool that can help improve human performance.
Copyright (c) 2024 Tira Nur Fitria https://creativecommons.org/licenses/by-sa/4.0
Exploring Game-Based Language Learning Applications: A Comparative Review of Quizwhizzer, Oodlu, Quizalize, and Bamboozle
The rapid growth of technology has affected sectors of human life, including English Language teaching (ELT). Hence, English language teachers (ELLs) should garb the benefits of technology to elevate their teaching outcomes i.e., creating a more engaging classroom. Nevertheless, selecting the most suitable applications to support teaching is not easy. Hence, this research aims to review four Game-Based Language Learning (GBLL) Applications: Quizwhizzer, Oodlu, Quizalize, and Bamboozle to assist ELLs to make decisions. This study employed a comparative review method based on Chapelle's (2001) technology evaluation criteria. These criteria include language learning potential, meaning focus, learner fit, authenticity, impact, and practicality. Through the application of these criteria, the article explores and assesses the features, pedagogical approaches, user experiences, and language learning outcomes facilitated by each application. The findings showed that all applications had the potential to support English language teaching. Then, the majority exhibited positive impacts based on scientific research findings and reflected positive analysis from the lens of Chapelle’s (2001) evaluation criteria. However, drawbacks appeared due to each application’s special feature i.e., the limited uploadable file formats and getting full access to application features. Hence, this study suggests further investigations due to its limitation.
Copyright (c) 2024 Afif Ikhwanul Muslimin, Francisca Maria Ivone https://creativecommons.org/licenses/by-sa/4.0
Innovating a Telecollaboration Programme to Prepare Learners with 21st Century Skills: A Case Study
This paper discussed the ways a telecollaboration programme can be innovated as a learning model that integrates technology into language learning to enrich the learners’ 21st century skills. These skills include competencies to communicate and collaborate with multilingual and multicultural speakers and criticality as a part of global citizen education. Pedagogical lingua franca and task-based language teaching were opted to provide principles for innovating the telecollaboration programme. The study was carried out in a general English class for adolescent learners in Indonesia in partnership with a foreign language school in Russia. The findings indicated the importance of enabling multimodality on digital platforms alongside well-defined and well-structured task design when creating a telecollaboration programme. The teacher’s roles as a programme designer, learning facilitator, and mentor, and finally as a researcher who utilised stages in action research and an insider perspective to reflect on the creation and implementation process of the telecollaboration programme, were also elaborated.
Copyright (c) 2024 Leviana Vinanda https://creativecommons.org/licenses/by-sa/4.0
EFL Teachers' and Students' Perceptions of Using Google Jamboard as Creative Media in English Classroom
Creativity is any activity that brings the results that are innovative, useful, and easy to understand. In classroom, the teacher needs an application to support the teaching and learning process. Google Jamboard is a digital whiteboard that has been integrated with various cloud services to facilitate collaboration between teachers and students to make learning more interesting and interactive in the classroom. Google Jamboard application is an alternative for English teachers in teaching materials that require detail and help students explore their ideas. More specifically, this research discusses teachers and student perceptions of Google Jamboard as a creative medium in English classroom. The research method is qualitative and used a case study design. Participants were teachers and students of grade eleventh in SMA Negeri 4 Sidaorjo. The data in this research were obtained from interviews as primary data, and observation as supporting data. The results from teachers’ perceptions were Google Jamboard is interactive media for collaborative learning in teaching English, Google Jamboard helps teachers to be more creative in English classroom, and Google Jamboard supports teachers to present material in English class. The results of students’ perceptions were Google Jamboard supports student creativity in the classroom, The students understand the material easily using Google Jamboard, Google Jamboard supports teacher-students interaction when learning in classroom. Based on the results, it can be concluded that Google Jamboard is the appropriate medium for teachers and students to be more creative in English classroom.
Copyright (c) 2024 Alfi Nur Diniyah, Hertiki https://creativecommons.org/licenses/by-sa/4.0