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p-Index From 2019 - 2024
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All Journal IJORER : International Journal of Recent Educational Research Foreign Language Instruction Probe
Sadji Evenddy, Sutrisno
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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Adapting Assessment for Diverse ELT Learners Sadji Evenddy, Sutrisno
Foreign Language Instruction Probe Vol 2 No 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.322

Abstract

This article comprehensively addresses the significance and complexities of adapting assessment for diverse ELT learners. The research design employs a literature review approach, systematically analyzing academic articles, reports, and case studies.The study identifies key concepts and patterns related to adapting assessment for diverse ELT learners. Diverse learners in ELT encompass individuals with varying identities, motivations, and language proficiency levels. Strategies to adapt assessment include incorporating culturally diverse materials, providing multiple assessment formats, considering individual language proficiency levels, and accommodating learners with disabilities. Clear assessment instructions and rubrics are also crucial for effective evaluation. Implementing adapted assessment faces challenges such as diverse academic abilities, linguistic backgrounds, and the need for collaboration with families and communities. Strategies to overcome these challenges include building trust, employing communication strategies, integrating digital storytelling, adapting assessments to online environments, and framing language learning as critical engagement. recognizing and accommodating diverse learners in ELT assessment is vital for creating equitable and inclusive educational experiences. This article provides educators with valuable insights and strategies to meet the diverse needs of their students
Investigating AI's Automated Feedback in English Language Learning Sadji Evenddy, Sutrisno
Foreign Language Instruction Probe Vol 3 No 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.401

Abstract

This literature review examines the role of artificial intelligence (AI) in enhancing feedback mechanisms within English language learning, emphasizing the integration of AI technologies such as Natural Language Processing (NLP), Machine Learning (ML), and speech recognition to provide real-time, personalized feedback. The purpose of this review is to synthesize existing research findings on the effectiveness of AI-driven feedback in improving language skills such as grammar, vocabulary, and pronunciation, while also assessing learner engagement and retention rates. A thorough methodology involving a selection of recent peer-reviewed articles, academic databases, and a mixed-methods approach for data synthesis and analysis was employed to ensure comprehensive coverage of the topic. The review highlights that AI feedback often surpasses traditional methods in terms of speed, availability, and personalization. However, it also identifies significant challenges, including issues with accuracy, dependency on extensive datasets, and institutional resistance, which could hinder the broader adoption of AI in educational settings. Also, the paper discusses potential technological improvements, the need for integrative feedback approaches combining human and AI elements, and highlights gaps in current research that offer directions for future inquiry. This comprehensive analysis aims to provide educators, technologists, and policymakers with insights into leveraging AI to foster more effective and engaging language learning experiences.
Implementation of E-Module in Indonesia EFL Higher Education: A Literature Review Sadji Evenddy, Sutrisno; Gailea, Nurhaeda; Syafrizal, Syafrizal
IJORER : International Journal of Recent Educational Research Vol. 5 No. 5 (2024): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i5.688

Abstract

Objectives: This study aims to identify trends, patterns, and challenges in the research regarding using e-modules in teaching English at the higher education level in Indonesia. Method: This qualitative study employs a literature review method based on articles from Google Scholar about implementing e-modules in Indonesian EFL higher education from 2021 to 2023. The author uses inductive reasoning to analyze the research data, integrating findings from previous studies on using e-modules in Indonesian EFL higher education. Result: The general trend is a strong emphasis on developing and validating e-modules and other digital tools to enhance various language skills, especially critical thinking, writing, and listening. The tools are being integrated with technology and used in diverse educational contexts, with university students being the primary beneficiaries. Research methods predominantly involve R&D, reflecting a focus on the creation and assessment of new educational interventions. Future research should deepen our understanding of the long-term impact, effectiveness, and scalability of e-modules in diverse educational contexts. Novelty: Although there is substantial literature on the use of e-modules in English language learning, there is a notable scarcity of research specifically addressing the trends in e-module implementation within Indonesian higher education institutions
Co-Authors Gailea, Nurhaeda Syafrizal Syafrizal