Artificial-intelligence powered app as learning aid in improving learning autonomy: Students’ perspective
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Published:
Apr 19, 2023
Keywords:
Artificial Intelligence, Learning Autonomy, Students Perspective, Vocabulary
Main Article Content
(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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How to Cite
Mahendra, M. W., Nurkamilah, N., & Sari, C. P. (2023). Artificial-intelligence powered app as learning aid in improving learning autonomy: Students’ perspective. JEES (Journal of English Educators Society), 8(1). Retrieved from https://jees.umsida.ac.id/index.php/jees/article/view/1699
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Copyright (c) 2023 Made Wahyu Mahendra, Nurkamilah Nurkamilah, Christine Permata Sari
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Habibie, A. (2021). Exploring the Use of Mobile Assisted Language Learning in University Students Context. Scope : Journal of English Language Teaching, 5(2), 51. https://doi.org/10.30998/scope.v5i2.8537
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Mahendra, M. W. (2021). An Investigation of Students Autonomous Learning Performance during Covid-19 Outbreak: A Case Study. ELLITE: Journal of English Language, Literature, and Teaching, 6(1), 9–20. https://doi.org/10.32528/ellite.v6i1.5061
Mohamed Jamrus, M. H., & Razali, A. B. (2019). Using Self-Assessment as a Tool for English Language Learning. English Language Teaching, 12(11), 64. https://doi.org/10.5539/elt.v12n11p64
Muhammad. (2020). Promoting students’ autonomy through online learning media in EFL class. International Journal of Higher Education, 9(4), 320–331. https://doi.org/10.5430/ijhe.v9n4p320
Nicolaidou, I., Pissas, P., & Boglou, D. (2021). Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2020.1870504
Ningrum, A. D. H., & Arrasyid, F. I. (2021). Students’ Perceptions towards the Implementation of MALL in English Learning: A Case in Senior High School. ELLTER Journal, 2(1), 21–32. https://doi.org/10.22236/ellter.v2i1.6243
Orsi Koch Delgado, H., De Azevedo Fay, A., Sebastiany, M. J., & Cortina Silva, A. D. (2020). Artificial intelligence adaptive learning tools. BELT - Brazilian English Language Teaching Journal, 11(2), e38749. https://doi.org/10.15448/2178-3640.2020.2.38749
Oveshkova, A. N. (2018). Work with English corpora as a means of promoting learner autonomy. Obrazovanie i Nauka, 20(8), 66–87. https://doi.org/10.17853/1994-5639-2018-8-66-87
Pegrum, M. (2014). Mobile Learning. Palgrave Macmillan UK. https://doi.org/10.1057/9781137309815
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ Perception of Online Learning during Pandemic Covid-19. Jurnal Penelitian Pendidikan, 20(3), 392–406. https://doi.org/10.17509/jpp.v20i3.29226
Ramadani, A., & Xhaferi, B. (2020). Teachers’ Experiences with Online Teaching Using the Zoom Platform with EFL Teachers in High Schools in Kumanova. SEEU Review, 15(1), 142–155. https://doi.org/10.2478/seeur-2020-0009
Rojas, A. Y., Novoa, L. A., & Sandoval, S. A. (2020). A General Review of the Role of Technology in the English Language Learning Processes. Enletawa Journal, 12(2), 78–96. https://doi.org/10.19053/2011835x.10954
Sadiq, R. B., Cavus, N., & Ibrahim, D. (2021). Mobile application based on CCI standards to help children learn English as a foreign language. Interactive Learning Environments, 29(3), 442–457. https://doi.org/10.1080/10494820.2019.1579239
Sagor, R. (1992). How to Conduct Collaborative Action Research. Association for Supervision and Curriculum Development.
Sejnowski, T. J. (2020). The unreasonable effectiveness of deep learning in artificial intelligence. Proceedings of the National Academy of Sciences of the United States of America, 117(48), 30033–30038. https://doi.org/10.1073/pnas.1907373117
Sezgin, E., Noritz, G., Hoffman, J., & Huang, Y. (2020). A medical translation assistant for non-english-speaking caregivers of children with special health care needs: Proposal for a scalable and interoperable mobile app. JMIR Research Protocols, 9(10). https://doi.org/10.2196/21038
Shi, Z., Luo, G., & He, L. (2017). Mobile-assisted language learning using wechat instant messaging. International Journal of Emerging Technologies in Learning, 12(2), 16–26. https://doi.org/10.3991/ijet. v12i02.6681
Sun, Z., Anbarasan, M., & Praveen Kumar, D. (2021). Design of online intelligent English teaching platform based on artificial intelligence techniques. Computational Intelligence, 37(3), 1166–1180. https://doi.org/10.1111/coin.12351
Suryana, I., Asrianto, A., & Murwantono, D. (2020). Artificial Intelligence to Master English Listening Skills for Non-English Major Students. Journal of Languages and Language Teaching, 8(1), 48. https://doi.org/10.33394/jollt.v8i1.2221
Tamtama, G. I. W., Suryanto, P., & Suyoto. (2020). Design of english vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Umam, A. H. (2021). Students’ Voices on Online English Learning. Pedagogia: Jurnal Ilmiah Pendidikan, 13(1), 47–51. https://doi.org/10.55215/pedagogia.v13i1.3787
Xiuwen, Z., & Razali, A. B. (2021). An Overview of the Utilization of TikTok to Improve Oral English Communication Competence among EFL Undergraduate Students. Universal Journal of Educational Research, 9(7), 1439–1451. https://doi.org/10.13189/ujer.2021.090710
Yudhiantara, R. A., & Saehu, A. (2017). Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 21. https://doi.org/10.21093/ijeltal.v2i1.52
Yuliani, Y., & Lengkanawati, N. S. (2017). Project-based learning in promoting learner autonomy in an EFL classroom. Indonesian Journal of Applied Linguistics, 7(2), 285–293. https://doi.org/10.17509/ijal.v7i2.8131
Zieni, H. Al. (2019). The Effect of Mobile Learning on Learner Autonomy : A Suggested Measurement Tool to Assess the Development of Learner Autonomy. The Journal of Asia TEFL, 16(3), 1020–1031. https://doi.org/10.18823/asiatefl.2019.16.3.19.1020
Zulkepli, N., Tajuddin, S. N. A. A., Atan, A., & Khaja, F. N. M. (2018). A Study on Autonomous Use of Technology for Language Learning Among ESL Learners at Tertiary Level. International Journal of Academic Research in Business and Social Sciences, 8(11). https://doi.org/10.6007/ijarbss/v8-i11/4986
Cowie, N., & Alizadeh, M. (2022). The Affordances and Challenges of Virtual Reality for Language Teaching. International Journal of TESOL Studies, 4(3), 50–65. https://doi.org/10.46451/ijts.2022.03.05
Darsih, E., & Asikin, N. A. (2020). Mobile Assisted Language Learning: EFL Learners’ Perceptions toward the Use of Mobile Applications in Learning English. English Review: Journal of English Education, 8(2), 19. https://doi.org/10.25134/erjee.v8i2.2999
Djoub, Z. (2016). Mobile Technology and Learner Autonomy in Language Learning. In Human-Computer Interaction (pp. 291–309). IGI Global. https://doi.org/10.4018/978-1-4666-8789-9.ch012
Eberding, L. M., Thórisson, K. R., Sheikhlar, A., & Andrason, S. P. (2020). SAGE: Task-Environment Platform for Evaluating a Broad Range of AI Learners (pp. 72–82). https://doi.org/10.1007/978-3-030-52152-3_8
Gonulal, T. (2019). The use of instagram as a mobile-assisted language learning tool. Contemporary Educational Technology, 10(3), 309–323. https://doi.org/10.30935/cet.590108
Habibie, A. (2021). Exploring the Use of Mobile Assisted Language Learning in University Students Context. Scope : Journal of English Language Teaching, 5(2), 51. https://doi.org/10.30998/scope.v5i2.8537
Huertas-Abril, C. A. (2021). Developing speaking with 21st Century digital tools in the English as a foreign language classroom: New literacies and oral skills in primary education. In Aula Abierta 50(2), pp. 625–634). Universidad de Oviedo. https://doi.org/10.17811/RIFIE.50.2.2021.625-634
Jensena, C. J. D., & Cadierno, T. (2022). Differences in mobile-assisted acquisition of receptive and productive vocabulary knowledge: a case study using Mondly. The Language Learning Journal, 1–16. https://doi.org/https://doi.org/10.1080/09571736.2022.2108123
Junaidi, Budianto Hamuddin, Kenny Julita, Fathu Rahman, Tatum Derin. (2020). Artificial Intelligence in EFL Context: Rising Students’ Speaking Performance with Lyra Virtual Assistance. International Journal of Advanced Science and Technology, 29(05), 6735 - 6741. http://sersc.org/journals/index.php/IJAST/article/view/17726
Jung, S. K. (2019). Introduction to Popular Mobile Chatbot Platforms for English Learning: Trends and Issues. STEM Journal, 20(2), 67–90. https://doi.org/10.16875/stem.2019.20.2.67
Kamilah, N. (2021). Attribution theory in EFL teacher’s resistance of using technology. UAD TEFL International Conference, 2(2016), 165. https://doi.org/10.12928/utic.v2.5752.2019
Karakaya, K., & Bozkurt, A. (2022). Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies. System, 110, 102925. https://doi.org/10.1016/j.system.2022.102925
Khaidir, F., Tersta, F. W., & Afria, R. (2020). Students’ Perception of Autonomous Learning Activities. J-SHMIC : Journal of English for Academic, 7(1), 66–76. https://doi.org/10.25299/jshmic.2020.vol7(1).4599
Kholis, A. (2021). Elsa Speak App: Automatic Speech Recognition (ASR) for Supplementing English Pronunciation Skills. Pedagogy : Journal of English Language Teaching, 9(1), 01. https://doi.org/10.32332/joelt.v9i1.2723
Kumaravadivelu, B. (2003). Understanding postmethod pedagogy. In Beyond methods: macrostrategies for language teaching.
Kumaravadivelu, B. (2005). Understanding language teaching: From method to postmethod. In Understanding Language Teaching: From Method to Postmethod. https://doi.org/10.4324/9781410615725
La Hanisi, A., Risdiany, R., Dwi Utami, Y., & Sulisworo, D. (2018). The use of WhatsApp in collaborative learning to improve English teaching and learning process. International Journal of Research Studies in Educational Technology, 7(1). https://doi.org/10.5861/ijrset.2018.3004
Li, J. (2021). The application of artificial intelligence technology in oral english assessment. ACM International Conference Proceeding Series, 1186–1189. https://doi.org/10.1145/3482632.3483111
Mahendra, M. W. (2021). An Investigation of Students Autonomous Learning Performance during Covid-19 Outbreak: A Case Study. ELLITE: Journal of English Language, Literature, and Teaching, 6(1), 9–20. https://doi.org/10.32528/ellite.v6i1.5061
Mohamed Jamrus, M. H., & Razali, A. B. (2019). Using Self-Assessment as a Tool for English Language Learning. English Language Teaching, 12(11), 64. https://doi.org/10.5539/elt.v12n11p64
Muhammad. (2020). Promoting students’ autonomy through online learning media in EFL class. International Journal of Higher Education, 9(4), 320–331. https://doi.org/10.5430/ijhe.v9n4p320
Nicolaidou, I., Pissas, P., & Boglou, D. (2021). Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2020.1870504
Ningrum, A. D. H., & Arrasyid, F. I. (2021). Students’ Perceptions towards the Implementation of MALL in English Learning: A Case in Senior High School. ELLTER Journal, 2(1), 21–32. https://doi.org/10.22236/ellter.v2i1.6243
Orsi Koch Delgado, H., De Azevedo Fay, A., Sebastiany, M. J., & Cortina Silva, A. D. (2020). Artificial intelligence adaptive learning tools. BELT - Brazilian English Language Teaching Journal, 11(2), e38749. https://doi.org/10.15448/2178-3640.2020.2.38749
Oveshkova, A. N. (2018). Work with English corpora as a means of promoting learner autonomy. Obrazovanie i Nauka, 20(8), 66–87. https://doi.org/10.17853/1994-5639-2018-8-66-87
Pegrum, M. (2014). Mobile Learning. Palgrave Macmillan UK. https://doi.org/10.1057/9781137309815
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ Perception of Online Learning during Pandemic Covid-19. Jurnal Penelitian Pendidikan, 20(3), 392–406. https://doi.org/10.17509/jpp.v20i3.29226
Ramadani, A., & Xhaferi, B. (2020). Teachers’ Experiences with Online Teaching Using the Zoom Platform with EFL Teachers in High Schools in Kumanova. SEEU Review, 15(1), 142–155. https://doi.org/10.2478/seeur-2020-0009
Rojas, A. Y., Novoa, L. A., & Sandoval, S. A. (2020). A General Review of the Role of Technology in the English Language Learning Processes. Enletawa Journal, 12(2), 78–96. https://doi.org/10.19053/2011835x.10954
Sadiq, R. B., Cavus, N., & Ibrahim, D. (2021). Mobile application based on CCI standards to help children learn English as a foreign language. Interactive Learning Environments, 29(3), 442–457. https://doi.org/10.1080/10494820.2019.1579239
Sagor, R. (1992). How to Conduct Collaborative Action Research. Association for Supervision and Curriculum Development.
Sejnowski, T. J. (2020). The unreasonable effectiveness of deep learning in artificial intelligence. Proceedings of the National Academy of Sciences of the United States of America, 117(48), 30033–30038. https://doi.org/10.1073/pnas.1907373117
Sezgin, E., Noritz, G., Hoffman, J., & Huang, Y. (2020). A medical translation assistant for non-english-speaking caregivers of children with special health care needs: Proposal for a scalable and interoperable mobile app. JMIR Research Protocols, 9(10). https://doi.org/10.2196/21038
Shi, Z., Luo, G., & He, L. (2017). Mobile-assisted language learning using wechat instant messaging. International Journal of Emerging Technologies in Learning, 12(2), 16–26. https://doi.org/10.3991/ijet. v12i02.6681
Sun, Z., Anbarasan, M., & Praveen Kumar, D. (2021). Design of online intelligent English teaching platform based on artificial intelligence techniques. Computational Intelligence, 37(3), 1166–1180. https://doi.org/10.1111/coin.12351
Suryana, I., Asrianto, A., & Murwantono, D. (2020). Artificial Intelligence to Master English Listening Skills for Non-English Major Students. Journal of Languages and Language Teaching, 8(1), 48. https://doi.org/10.33394/jollt.v8i1.2221
Tamtama, G. I. W., Suryanto, P., & Suyoto. (2020). Design of english vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Umam, A. H. (2021). Students’ Voices on Online English Learning. Pedagogia: Jurnal Ilmiah Pendidikan, 13(1), 47–51. https://doi.org/10.55215/pedagogia.v13i1.3787
Xiuwen, Z., & Razali, A. B. (2021). An Overview of the Utilization of TikTok to Improve Oral English Communication Competence among EFL Undergraduate Students. Universal Journal of Educational Research, 9(7), 1439–1451. https://doi.org/10.13189/ujer.2021.090710
Yudhiantara, R. A., & Saehu, A. (2017). Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 21. https://doi.org/10.21093/ijeltal.v2i1.52
Yuliani, Y., & Lengkanawati, N. S. (2017). Project-based learning in promoting learner autonomy in an EFL classroom. Indonesian Journal of Applied Linguistics, 7(2), 285–293. https://doi.org/10.17509/ijal.v7i2.8131
Zieni, H. Al. (2019). The Effect of Mobile Learning on Learner Autonomy : A Suggested Measurement Tool to Assess the Development of Learner Autonomy. The Journal of Asia TEFL, 16(3), 1020–1031. https://doi.org/10.18823/asiatefl.2019.16.3.19.1020
Zulkepli, N., Tajuddin, S. N. A. A., Atan, A., & Khaja, F. N. M. (2018). A Study on Autonomous Use of Technology for Language Learning Among ESL Learners at Tertiary Level. International Journal of Academic Research in Business and Social Sciences, 8(11). https://doi.org/10.6007/ijarbss/v8-i11/4986