Journal La Edusci

Exploring AI's Ethical Impact on Teacher-Student Dynamics in English Language Learning

Abdul Hamid Aly, Samsi Setiadi, Zuriyati Zuriyati — Mon, 17 Mar 2025 10:05:52 +0700

This study explores the impact of Artificial Intelligence (AI) in English as a Foreign Language (EFL) learning, aiming to understand how AI influences teacher-student dynamics, the ethical challenges involved, and students' perceptions of AI in the classroom. The research adopts a qualitative ethnographic approach, engaging with 220 students and 58 lecturers from universities in the Jabodetabek region. Data were collected through participant observation, in-depth interviews, and document analysis, focusing on the integration of AI tools such as ChatGPT and Gamma. Thematic analysis was employed to identify key patterns in teacher-student interactions, ethical concerns, and student engagement. Findings indicate that AI enhances student autonomy and learning personalization while reducing the direct communication between teachers and students. Ethical challenges identified include data privacy concerns, the risk of over-dependency on AI, and the potential dehumanization of the learning process. From the student perspective, AI reduces language anxiety and increases engagement through flexible, personalized learning experiences, but some students miss the emotional connection traditionally provided by human teachers. The study concludes that while AI offers significant educational benefits, careful consideration must be given to maintaining ethical standards and human-centered teaching practices. Future research should focus on integrating AI tools that support not only cognitive learning but also emotional and ethical aspects to ensure balanced educational outcomes.

The Application of Project-Based Learning with Constructivism Theory in Enhancing Creativity of Elementary School Students: A Literature Review

Daindo Milla — Mon, 17 Mar 2025 13:28:21 +0700

The age of twenty-first century demands the development of creative abilities that begins during childhood. Project-Based Learning (PBL) which derives from constructivist theory functions as an efficient method to develop creativity in elementary school environments. Researchers have conducted an organized review of scholarly works that analyze how PBL influences creativity development through evaluation of fluency and flexibility together with originality and elaboration. The research indicates PBL enables students to become autonomous while engaging them and collaborating with peers which leads them to acquire creative problem-solving skills applicable to actual scenarios. The extensive use of PBL faces various obstacles that prevent its full implementation. The main barriers to PBL's implementation include restricted time availability and insufficient teacher capacity and lack of resources and inadequate assessment systems for creativity. Lack of schooling for PBL implementation exists among numerous instructors while rigid curricular frameworks usually constrain project-based methods. The inability of traditional assessment methods to accurately determine creativity creates boundaries in measuring long-term effects. The complete implementation of PBL in elementary education requires policy revision combined with teacher training programs and different assessment approaches specific for creative learning. These challenges need proper resolution so PBL can establish classrooms as student-engaging learning spaces for developing students who succeed in school and work. Future research about PBL demands extensive investigations of its enduring creativity effects together with effective methods to enlarge its application across different educational environments.

A Sociolinguistic Approach to Language Levels in Social Interaction and Cultural Identity

Mimin Aminah, Ninuk Lustyantie, Uwes Anis Chaeruman — Mon, 17 Mar 2025 13:40:47 +0700

This study explores the application of a sociolinguistic approach to language variations in the context of social interaction and cultural identity, particularly in the teaching of reading. By employing a qualitative research methodology, the study examines how formal and informal language, idiomatic expressions, and culturally specific terms within texts influence students’ reading comprehension and cultural literacy. Data were collected through interviews and discourse analysis involving students and educators engaged in reading instruction, with diverse texts such as literary works, folk tales, and non-formal narratives serving as primary materials. Findings indicate that students’ awareness of language variations significantly enhances their ability to decode contextual and cultural nuances, enabling deeper engagement with texts. Students who recognized the implications of linguistic choices—such as the use of formal versus informal registers—were better equipped to analyze character interactions, social dynamics, and embedded cultural values. Challenges emerged when students encountered idiomatic or culturally specific expressions, but these were mitigated through contextual analysis, consultation with external resources, and guided instruction. This study highlights the transformative potential of integrating sociolinguistic principles into reading pedagogy. It underscores the importance of fostering students’ critical literacy skills by exposing them to diverse linguistic styles and encouraging discussions on how language reflects social and cultural identities. The findings suggest that such approaches not only enhance reading comprehension but also promote cultural awareness and sensitivity, preparing students to navigate the complexities of a linguistically and culturally diverse world.