Artificial-intelligence powered app as learning aid in improving learning autonomy: Students’ perspective

Made Wahyu Mahendra; Nurkamilah Nurkamilah; Christine Permata  Sari

(1) * Made Wahyu Mahendra Universitas Hindu Negeri I Gusti Bagus Sugriwa
Indonesia
(2) Nurkamilah Nurkamilah Universitas Muhammadiyah Jember
Indonesia
(3) Christine Permata Sari Mae Fah Luang University
Thailand
(*) Corresponding Author

Abstract

The disruption and development of technology has rapidly transformed the educational system these days. Its practicality has driven students to equip themselves with technological devices and software, particularly those with Artificial-intelligence. This study aimed at identifying students’ perspective on the implementation of Artificial-Intelligence Powered App as Learning Aid in Improving Learning Autonomy. Specifically, this study identified whether or not the use of Artificial-Intelligence Powered App as Learning Aid could change learners’ perspective on autonomous learning and improve their learning autonomy. Further, the perspective being investigated is related to learners perspective on their role in fostering autonomy as well as learners’ perspective toward the teachers’ role. The researchers conducted the study by following a collaborative action research. The data of the study were collected using questionnaires and semi structured interview. Then, the results of the questionnaires were analyzed quantitatively and the results of the interview were analyzed qualitatively. This study finds out that incorporating artificial intelligence powered apps has successfully changed learners’ perspective on autonomous learning. Besides, the use of artificial intelligence powered app also works positively in fostering learners’ autonomy. Since this study was conducted using action research method, the result of the study cannot be generalized to a larger population. Thus, an experimental study that apply inferential statistics analysis is needed to support the results of the study.

HIGHLIGHTS:

One of the challenges in fostering learner autonomy is making them understand of the need to be autonomous.
Learners initially thought that teachers should spoon-feed them the learning materials.
AI powered apps like Mondly has the potential to help students understand their roles and teacher’s roles during learning by providing them features that encourage autonomous learning activities, such as planning, monitoring and evaluating their learning.

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Author Biographies

Made Wahyu Mahendra, Universitas Hindu Negeri I Gusti Bagus Sugriwa

Made Wahyu Mahendra was born on December 29th 1992 in Singaraja, Bali. He is an English Lecturer at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar with passion for language assessment, promoting autonomous learning, as well as integration of ICT in ELT. With seven years of experience, he has conducted a number of studies on the aforementioned area and presented findings at various national and international conferences and published his scholarly articles in form of reputable journal publication. He is dedicated to advancing his knowledge and expertise through innovative research and collaborations.

Nurkamilah Nurkamilah, Universitas Muhammadiyah Jember

Nurkamilah is currently teaching English in Universitas Muhammadiyah Jember. Her research interest is technology in ELT and learner autonomy (LA). She has published several papers and book chapter under this topic. She believes that LA is a key contributor for life-long learning, the ultimate goal of education.

Christine Permata Sari, Mae Fah Luang University

Christine is currently working as an English lecturer at Mae Fah Luang University, Thailand. She also has been teaching Indonesian language for foreign speakers since 2012. Her research interests are English linguistics, English language teaching, educational technology, and discourse analysis.

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