INVESTIGATING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON LANGUAGE LEARNING AND TEACHING

This study aimed to develop and evaluate integrative-prismatic-based interdisciplinary teaching materials for an error analysis course in the English department at a higher education institution. The research employed a three-phase method: (1) design and development of teaching materials, (2) implementation, and (3) data analysis. Participants included 60 English department students, selected through purposive sampling to ensure diverse representation in terms of gender, linguistic background, and academic proficiency. The instruments used were pre- and post-tests, classroom observations, semi-structured interviews, focus groups, and student artifacts such as assignments and reflective journals. Data were collected over a 10-week period, during which the teaching materials were integrated into the course curriculum. Quantitative data from pre- and post-tests were analyzed using paired sample t-tests to assess improvements in students' error analysis skills, while qualitative data from observations, interviews, and focus groups were analyzed thematically to identify changes in engagement, critical thinking, and interdisciplinary learning. The findings revealed significant improvements in students’ abilities to identify, categorize, and correct errors using interdisciplinary approaches, as well as increased engagement and development of critical thinking skills. These results suggest that the integrative-prismatic framework is effective in fostering deeper learning and adaptability among students. The study implies that such interdisciplinary materials can be valuable for curriculum development in higher education, but further research is needed to validate these findings across different courses and contexts to establish broader applicability and effectiveness.

This study investigates undergraduate English majors' perceptions of ChatGPT in enhancing vocabulary and grammar in academic writing. Utilizing a mixed-methods convergent design, data were collected from 31 students via pre- and post-survey questionnaires, 20 participants’ reflective journals, and semi-structured interviews with 10 volunteers. Quantitative findings revealed significant improvements in students’ perceptions of vocabulary accuracy, relevance, and depth. Thematic analysis of qualitative data identified benefits such as enriched vocabulary, improved grammatical accuracy, and increased confidence in academic writing. Challenges included overdependence, difficulty interpreting feedback, and a lack of originality in AI-generated suggestions. Students employed strategies to optimize ChatGPT use, such as asking specific questions, selectively applying feedback, and balancing AI input with personal judgment. The study highlights ChatGPT's ability to provide tailored feedback, foster confidence, and support vocabulary development while underscoring the importance of responsible use to mitigate overreliance and maintain originality. The findings underscore ChatGPT's potential to enhance academic writing skills when integrated thoughtfully into curricula. However, overuse risks shallow learning (e.g., overdependence on the tool, or difficulty in interpreting feedback), suggesting a need for instructional strategies that can promote rigorous analysis with AI tools. Future research should explore long-term impacts, comparisons with other AI tools, and strategies for ethical and effective integration of ChatGPT in higher education.

The integration of Virtual Reality (VR) and AI in STEM-based mathematics education holds transformative potential but faces systemic challenges in Indonesian high schools. This mixed-methods study examined infrastructure readiness, financial feasibility, and teacher preparedness across five urban and rural schools in East Java, Indonesia. Data from 85 students (ages 15–17) and 10 teachers revealed three barriers: limited internet access (78% of schools were rural), high VR hardware costs (82% were unaffordable), and inadequate teacher training (90% of teachers were unprepared). Quantitative results showed significant improvement in students' mathematical understanding post-VR exposure (pre- test: 68.57 vs. post-test: 73.51; p 0.001), with urban schools outperforming their rural counterparts by 15%. While 83% of students reported better geometry visualisation through VR, disparities in access exacerbate educational inequities. Recommendations include government subsidies for hardware, public-private partnerships to improve infrastructure, and mandatory teacher training programs. This study highlights actionable strategies to bridge the digital divide and promote equitable adoption of VR/AI in resource-constrained STEM-based mathematics education, enhancing learning outcomes sustainably.

The Industrial Revolution 4.0 has drastically changed the global employment landscape, necessitating the comprehensive development of 21st-century skills in education systems. This study examines how private high schools in Indonesia implement 21st-century skills, focusing on the barriers faced, the strategies used, and their impact on student learning outcomes. We used a mixed-methods approach involving 200 students, 25 teachers, and 10 principals from five private high schools in Java. Data were collected through surveys, semi-structured interviews, classroom observations, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic analysis. The results revealed four main barriers: limited teacher preparedness, limited resources, difficulties in assessment, and resistance to changes in teaching methods. Effective strategies implemented included ongoing professional development programs, integrating learning technology, project-based learning, and strengthening teacher collaboration. Our findings demonstrate significant improvements in students' critical thinking, creativity, collaboration, and communication skills in schools implementing the comprehensive strategy. This research provides theoretical contributions to understanding the implementation context in developing countries while offering practical implications for policy makers, school administrators, and educators in designing contextual and sustainable 21st-century skills development programs.

In the globalization era, financial literacy education is essential for high school students. However, many still lack understanding of basic economic concepts, particularly the value and role of the rupiah. This study investigates the effectiveness of short films as an audio-visual medium to improve students’ comprehension of Cinta Rupiah. This research employed a mixed-methods approach involving 34 tenth-grade students at SMAN 2 KS Cilegon. Quantitative data were collected using pre-tests and post-tests, while qualitative insights were obtained through classroom observations and semi-structured interviews. A paired t-test was applied to analyze differences in student achievement before and after the intervention. Findings showed a significant improvement in students’ financial understanding. The average pre-test score of 56.7 increased to 82.3 in the post-test, with statistical analysis confirming significance (p = 0.001, p 0.05). Observational data revealed higher classroom engagement, with students participating more actively during discussions when short films were used compared to traditional lectures. Interviews indicated that visual storytelling helped students grasp abstract economic concepts more easily by evoking emotions and connecting with their real-life experiences. The results highlight the pedagogical value of short films in making financial literacy learning more engaging and contextual. Unlike conventional methods, narrative-driven audio-visual content fosters deeper comprehension and student motivation. Short films are a feasible and effective alternative for strengthening financial literacy, particularly in fostering appreciation of the rupiah. Broader implementation and development of context-based audio-visual content are recommended to enrich economic education in Indonesia.

Aim/Purpose: The primary objective of this study is to evaluate students’ perceptions of the impact of interactive technology on developing their competencies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the study aims to (i) measure changes in students’ perceptions about their competencies before and after the integration of interactive technology, and (ii) explore in-depth their perspectives of how these technologies influenced specific competencies. Background: Over two semesters, interactive technologies, such as AI tools, virtual labs, simulations, gamified platforms, and collaborative software, were introduced into daily STEM lessons for the first time. Teachers received training to ensure these tools were used effectively to enhance student competencies through pedagogically grounded integration. Methodology: Employing a mixed-methods approach with 126 male students in grades 9-12, the study utilized pre- and post-intervention surveys, as well as focus group discussions. The quantitative component consisted of pre-and post-intervention surveys, while the qualitative component included focus group discussions. This design enabled the study to assess both measurable changes in perceptions and deeper insights into students’ learning experiences. Contribution: This study highlights the potential of interactive technology to prepare students for the demands of a technology-driven future, aligning with the UAE’s strategic vision for educational innovation. It contributes actionable evidence on students perceived development in core competencies such as critical thinking, collaboration, and digital citizenship. Findings: Results indicated significant improvements in students’ perceptions about developing their competencies, such as digital citizenship, communication and collaboration, critical thinking, problem-solving, research and information literacy, creativity and innovation, and technology operations. Recommendations for Practitioners: It is important for educators to integrate interactive technologies into STEM education to promote students’ competencies and their perceptions in developing them. Also, professional development should emphasize equipping teachers with essential skills and strategies in using interactive technology effectively. Recommendation for Researchers: Researchers should consider the long-term effect of interactive technology on developing students’ competencies and beyond perceived changes. Accordingly, longitudinal studies should be considered as well as the role of gender differences. Impact on Society: The findings suggest that continued investment in interactive technologies can significantly enhance student engagement and competency development, aligning with the UAE’s vision for educational innovation. Future Research: It is important to consider including diverse student populations from both genders and different educational level.

Objectives: This study aims to explore the application and cultivation effects of critical thinking in high school academic English writing, with a particular focus on identifying effective teaching strategies and intervention methods. Methods:. A mixed-methods approach was employed, involving 120 second-year high school students (aged 15-16) in Shaanxi Province, China. The study included: (1) a 10-week teaching intervention with experimental (n=60) and control (n=60) groups; (2) pre- and post-intervention CCTDI-CV questionnaires; (3) writing assessments based on IELTS Task 2 criteria; and (4) semi-structured interviews with 10 randomly selected participants (20-30 minutes each). Results:. The study revealed significant improvements in students’ critical thinking disposition, particularly in truth-seeking, open-mindedness, and analytical ability. The experimental group also demonstrated marked progress in academic writing skills, especially in analytical thinking and argumentative expression. Qualitative data further indicated enhanced metacognitive awareness and strategic application of critical thinking in writing processes. Conclusions: The findings suggest that critical thinking plays an important role in high school academic English writing. Based on these results, the study proposes corresponding teaching recommendations and directions for future research, emphasizing the need for integrated critical thinking instruction in English writing curriculum.

The research aimed to develop and validate an interactive learning module effectively applicable in distance education. Using an Educational Research and Development (R&D) model with a mixed-methods approach, the study collected quantitative and qualitative data. Quantitative data were obtained from pre-tests and post-tests to measure cognitive improvement, analyzed using descriptive and inferential statistics (paired t-test or Wilcoxon test) and effect size calculation. Learning analytics from the LMS—such as clicks, video-watching duration, and quiz scores—supported the analysis. Qualitative data were gathered through semi-structured interviews, participant observation, and thematic analysis by Braun and Clarke, complemented with Likert-scale questionnaires, observation rubrics, and LMS logs. The findings revealed a significant improvement in students’ cognitive performance, with post-test scores (M = 13.24, SD = 1.07) much higher than pre-test scores (M = 3.67, SD = 1.41), t(19) = 25.43, p < 0.001, Cohen’s d = 5.69. LMS analytics showed high engagement, with 82% average video completion and frequent quiz participation. Over 85% of students reported greater satisfaction and motivation using the interactive module. The integration of short videos, diagnostic quizzes, and web simulations proved effective for self-directed learning and comprehension, supporting the Universal Design for Learning (UDL) framework in inclusive digital education.

Objectives This study investigates the adoption and integration of Generative AI (GAI) technologies in daily life, focusing on factors that influence user behavior and attitudes. Method Using a mixed‐methods approach, we combined quantitative, qualitative, and semi‐experimental methodologies to capture the complexities of GAI tool usage. A total of 897 individuals completed an online survey with both closed and open‐ended questions; additionally, 38 students participated in a semi‐experimental stage to assess the impact of an online course, “GAI: From Theory to Practice.” Results Key findings underscore the role of personality traits such as openness and self‐efficacy in promoting GAI usage, mediated by behavioural perceptions and digital engagement patterns. In line with the UTAUT2 model, Performance and Effort Expectancy were the strongest predictors of GAI usage. Social media engagement and information overload management also emerged as predictors, illustrating the interplay between digital behaviours and GAI adoption. Qualitative findings revealed a nuanced understanding of user perceptions, emotions, and societal needs, uncovering themes of GAI's revolutionary potential, emotional ambivalence, and the demand for regulatory and educational frameworks. The experimental results demonstrated significant improvements in students' perceptions of GAI utility, self‐reported skill levels, and GAI usage across work, study, and personal contexts following the course. Conclusion This research advances understanding of GAI's societal integration and highlights the need for targeted training and regulatory policies to support responsible adoption and enhance digital literacy. It offers practical recommendations for educators, policymakers, and designers of generative AI tools.

Vocabulary mastery is a central component of English language learning, yet many Indonesian middle school students continue to struggle with retaining new lexical items, which negatively affects their overall communicative competence. This study introduces a music-based vocabulary instruction strategy that integrates melodic patterns as mnemonic aids to strengthen memory retention. The approach is grounded in the assumption that rhythm and melody can activate auditory memory, enhance student engagement, and create a more enjoyable learning environment. This innovation responds to common pedagogical issues in Indonesian classrooms, where teacher-centered methods and monotonous delivery often lead to reduced participation and low interest among learners. The study was conducted with eighth-grade students at SMP Islam Darul Muttaqien NWDI Serijata, East Lombok, West Nusa Tenggara, where low vocabulary retention and limited classroom engagement were observed prior to the intervention. The instructional design incorporated vocabulary items into simple melodic structures supported by digital background music aligned with the target lexical set. Data were collected through pre-tests, post-tests, classroom observations, and student perception questionnaires. Quantitative data were analyzed to examine vocabulary gains, while qualitative responses were used to explore student engagement and attitudes toward the music-based strategy. The results demonstrate a significant improvement in students’ vocabulary retention following the melodic intervention. Learners showed increased accuracy in recalling and pronouncing new words, along with higher motivation and active participation during lessons. Qualitative findings further reveal that melodic integration reduced learning anxiety, promoted a positive classroom atmosphere, and facilitated memory through multisensory repetition. Overall, this study highlights the effectiveness of music-based vocabulary instruction as an innovative pedagogical alternative that supports both cognitive and affective dimensions of language learning. The findings encourage the integration of melodic elements into English vocabulary teaching, particularly in contexts where student engagement and retention remain key challenges.

Listening comprehension is a crucial skill in English language learning, yet many university students still face difficulties in understanding spoken texts, particularly in identifying specific information, grasping the main idea, and making inferences. This study aimed to investigate the effect of using podcasts as a learning medium on students’ listening comprehension at the English Language and Education Study Program of the University of Pahlawan Tuanku Tambusai. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants consisted of 23 first-semester students selected through purposive sampling. The research instrument was a listening comprehension test comprising 30 items measuring three indicators: specific information, gist, and inference. The data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test due to non-normal data distribution. The findings revealed a significant improvement in students’ listening comprehension, with the mean score increasing from 47.22 in the pretest to 74.72 in the posttest. The statistical analysis showed a significance value of 0.000 (p 0.05), indicating a significant difference between pretest and posttest scores. These results demonstrate that podcast-based learning has a significant positive effect on improving students’ listening comprehension. Therefore, podcasts can be considered an effective supplementary medium for listening instruction in English language education.

Mastery of English is crucial in the era of globalization, and English language learning should begin early in elementary school. This community service program aims to improve the understanding and English skills of 5th and 6th grade students at MI Ihya Ulumiddin Banjarmasin through a fun and interactive approach. The methods applied include interactive lectures, question and answer sessions, as well as the use of visual aids and English learning applications. The program also involves pretests and posttests to measure students' understanding before and after the program. The results show a significant improvement in students' understanding and English skills. Most students, who initially had low comprehension, demonstrated positive progress, especially in vocabulary and pronunciation. This program successfully increased students' interest, engagement, and confidence in speaking English. The activity-based approach proved effective in supporting more engaging and developmentally appropriate learning. Moving forward, it is important to continue developing teaching methods that align with students' characteristics to enhance their mastery of English.

In today's world of education, mastery of English is important for students all over the world, including in Indonesia. Despite its importance, many learners struggle with English language proficiency, particularly in listening comprehension. This research explores the effectiveness of the CAKE application in improving English listening skills among secondary school students in North Sumatra, Indonesia. Using qualitative case study methodology, data was collected from 10 participants through interviews and observations. Findings showed significant improvements in students' listening skills after using the CAKE app, as evidenced by their performance in listening tests and self-reported experiences. Participants reported improvements in the quality of English such as better vocabulary and listening skills than before, increased self-confidence, focus and motivation in learning English, and this was due to the interesting features of the application. Although there were some challenges, such as selecting videos and understanding unclear audio, students provided valuable suggestions to improve the app's effectiveness. Overall, the CAKE app offers a promising solution for improving English listening skills, providing students with an accessible and engaging platform for language learning outside the classroom. By meeting students' needs and incorporating their input, CAKE applications have the potential to further improve language learning outcomes and contribute to students' overall language proficiency in a globalized world.

This paper investigates the implementation and impact of critical thinking instruction in political science courses across UK universities. Utilizing a mixed-methods approach, the study evaluates how critical thinking is integrated into curricula and its effects on students’ political analysis skills. Surveys, interviews, and classroom observations were conducted with students and instructors from ten diverse universities. Findings indicate significant improvements in students’ abilities to analyze arguments, evaluate evidence, and engage in political discourse following critical thinking instruction. Pedagogical strategies such as debates, problem-based learning, and reflective writing were identified as effective, although challenges such as resource limitations and student resistance were noted. Theoretical implications are discussed, emphasizing cognitive and constructivist learning theories. Practical recommendations are offered for educators and policymakers to enhance the integration of critical thinking in political science education. This study contributes to the discourse on educational best practices and underscores the importance of critical thinking in preparing informed and capable political science graduates.

The article examines the integration of design thinking into the “System of Teaching Methods” course within the Bachelor of Education program at the Faculty of History, Hanoi Pedagogical University 2. The study involved 73 pre-service teachers in their third semester through a learning project employing a five-step design thinking model (Empathize, Define, Ideate, Prototype, and Test). Data were collected from student feedback, classroom observations, and analysis of learning products. The results indicate significant improvements in students' learning motivation, self-directed study skills, content creativity, and professional teaching practices. Additionally, the ability to apply theoretical knowledge to teaching practice was highly valued, as evidenced by student outputs and feedback. The study confirms that design thinking is an effective tool for innovating teaching methods and equipping pre-service teachers with the essential pedagogical competencies required in modern education. These findings suggest the potential for applying design thinking to other courses within teacher training programs.