THE EXPLORATION OF ARTIFICIAL INTELLIGENCE AND CREATIVE PEDAGOGY IN TEACHING ENGLISH TO YOUNG LEARNERS (TEYL)

Abdul Hamid Aly, Zainal Rafli, Fathiaty Murtadho

Abstract


This ethnographic study investigates the integration of Artificial Intelligence (AI) in creative pedagogy for Teaching English to Young Learners (TEYL) at SD Tahfidz Al Basyir, Bogor. The research explores how AI tools, such as adaptive learning systems and ChatGPT, are employed alongside creative teaching methods to enhance language acquisition and foster creativity among children. Findings reveal that AI significantly contributes to personalized learning, increased student engagement, and the provision of immediate feedback, thereby improving the overall learning experience. However, the study identifies key challenges, including limited access to AI tools, inadequate infrastructure, and insufficient teacher training, which hinder effective AI integration. The research underscores the pivotal role of teachers in mediating AI use and recommends targeted professional development programs to equip educators with the necessary skills. This study not only enhances understanding of AI’s role in creative language pedagogy but also offers practical strategies to optimize AI-based teaching practices, particularly in resource-constrained settings, while addressing equity and accessibility issues.


Keywords


Ethnography; Artificial Intelligence (AI); Teaching English to Young Learner (TEYL).

Full Text:

PDF

References


Agbese, M., Rintamaki, M., Mohanani, R., & Abrahamsson, P. (2022). Implementing AI Ethics In a Software Engineering Project-Based Learning Environment—The Case Of WIMMA Lab. 278–284. https://doi.org/10.1007/978-3-031-20706-8_19

Aghaziarati, A. (2023). Artificial Intelligence in Education: Investigating Teacher Attitudes. Aitechbesosci, 1(1), 35–42. https://doi.org/10.61838/kman.aitech.1.1.6

Ahmad Koka, K. S. (2023). EXPLORING THE ATTITUDES AND PERCEPTIONS OF FOREIGN LANGUAGE LECTURERS ON ARTIFICIAL INTELLIGENCE-DRIVEN WRITING EVALUATION AND FEEDBACK TOOLS FOR IMPROVING UNDERGRADUATE WRITING SKILLS. Journal of Southwest Jiaotong University, 58(5). https://doi.org/10.35741/issn.0258-2724.58.5.6

Akgün, S., & Greenhow, C. (2021). Artificial Intelligence in Education: Addressing Ethical Challenges in K-12 Settings. Ai and Ethics, 2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7

Alharbi, W. (2023). AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools. Education Research International, 2023, 1–15. https://doi.org/10.1155/2023/4253331

Amin, M. Y. M. (2023). AI and Chat GPT in Language Teaching: Enhancing EFL Classroom Support and Transforming Assessment Techniques. International Journal of Higher Education Pedagogies, 4(4), 1–15. https://doi.org/10.33422/ijhep.v4i4.554

Bozkurt, A., Karadeniz, A., Bañeres, D., & Rodríguez, M. E. (2021). Artificial Intelligence and Reflections From Educational Landscape: A Review of AI Studies in Half a Century. Sustainability, 13(2), 800. https://doi.org/10.3390/su13020800

Busch, F., Adams, L. C., & Bressem, K. K. (2023). Biomedical Ethical Aspects Towards the Implementation of Artificial Intelligence in Medical Education. Medical Science Educator, 33(4), 1007–1012. https://doi.org/10.1007/s40670-023-01815-x

Chan, K. S., & Zary, N. (2019). Applications and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review. Jmir Medical Education, 5(1), e13930. https://doi.org/10.2196/13930

Dai, Y. (2022). Negotiation of Epistemological Understandings and Teaching Practices Between Primary Teachers and Scientists About Artificial Intelligence in Professional Development. Research in Science Education, 53(3), 577–591. https://doi.org/10.1007/s11165-022-10072-8

Danylchenko-Cherniak, O. (2023). Providing Creativity Ineducational Enviroment During the Epochofartificial Intelligence: Philological Perspectives. Fìlologìčnì Traktati, 15(2), 45–52. https://doi.org/10.21272/ftrk.2023.15(2)-5

Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research. Techtrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y

Doshi, A. R. (2024). Generative AI Enhances Individual Creativity but Reduces the Collective Diversity of Novel Content. Science Advances, 10(28). https://doi.org/10.1126/sciadv.adn5290

Eden, C. A. (2024). Integrating AI in Education: Opportunities, Challenges, and Ethical Considerations. Magna Scientia Advanced Research and Reviews, 10(2), 006–013. https://doi.org/10.30574/msarr.2024.10.2.0039

Göçen, A., & Aydemir, F. (2020). Artificial Intelligence in Education and Schools. Research on Education and Media, 12(1), 13–21. https://doi.org/10.2478/rem-2020-0003

Güngör, H. (2020). Creating Value With Artificial Intelligence: A Multi-Stakeholder Perspective. Journal of Creating Value, 6(1), 72–85. https://doi.org/10.1177/2394964320921071

Gyawali, Y. P. (2022). Artificial Intelligence in English Language Teaching: Navigating the Future With Emerging Perspectives. Journal of Language and Linguistics in Society, 26, 21–27. https://doi.org/10.55529/jlls.26.21.27

Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T. T., Shum, S. B., Santos, O. C., Rodrigo, Ma. M. T., Cukurova, M., Bittencourt, I. I., & Koedinger, K. R. (2021). Ethics of AI in Education: Towards a Community-Wide Framework. International Journal of Artificial Intelligence in Education, 32(3), 504–526. https://doi.org/10.1007/s40593-021-00239-1

Jdidou, A. (2023). Enhancing Problem-Solving and Programming Abilities in Children Through Project-Based Learning. Conhecimento & Diversidade, 15(39), 11–21. https://doi.org/10.18316/rcd.v15i39.11155

Kaҫauni, D. (2023). Students’ Perspectives About the Influence of Mass Media on Their English Language Acquisition in Higher Education. Studies in Media and Communication, 12(1), 1. https://doi.org/10.11114/smc.v12i1.6460

Klímová, B., Pikhart, M., & Kacetl, J. (2023). Ethical Issues of the Use of AI-driven Mobile Apps for Education. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.1118116

Konyrova, L. (2024). The Evolution of Language Learning: Exploring AI’s Impact on Teaching English as a Second Language. Eurasian Science Review, 2(2), 133–138. https://doi.org/10.63034/esr-42

Kusumaningrum, S. R. (2023). Teaching English for Elementary Students During and Post-Pandemic: Teachers’ Perspectives. Kne Social Sciences. https://doi.org/10.18502/kss.v8i8.13297

Liu, C. (2023). A Critical Understanding of Second Language Acquisition From Two Sociolinguistic Strands: The Variationist Approach and the Investment Perspective. Journal of Language Teaching. https://doi.org/10.54475/jlt.2023.006

Makarenko, O. (2024). Embracing Artificial Intelligence in Education: Shaping the Learning Path for Future Professionals. Multidisciplinary Science Journal, 6, 2024ss0720. https://doi.org/10.31893/multiscience.2024ss0720

Mall-Amiri, B., & Fekrazad, S. A. (2015). The Relationship Among Iranian EFL Learners’ Creativity, Emotional Intelligence, and Language Learning Strategies. Theory and Practice in Language Studies, 5(9), 1863. https://doi.org/10.17507/tpls.0509.14

Mathiyazhagan, S., & Fors, K. L. (2023). Children’s Right to Participation in AI: Exploring Transnational Co-Creative Approaches to Foster Child-Inclusive AI Policy and Practice. Information Polity, 28(1), 141–153. https://doi.org/10.3233/ip-229014

Morley, J., Floridi, L., Kinsey, L., & Elhalal, A. (2019). From What to How: An Initial Review of Publicly Available AI Ethics Tools, Methods and Research to Translate Principles Into Practices. Science and Engineering Ethics, 26(4), 2141–2168. https://doi.org/10.1007/s11948-019-00165-5

Popenici, S., & Kerr, S. (2017). Exploring the Impact of Artificial Intelligence on Teaching and Learning in Higher Education. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0062-8

Rezwana, J., & Maher, M. L. (2023). Designing Creative AI Partners With COFI: A Framework for Modeling Interaction in Human-Ai Co-Creative Systems. Acm Transactions on Computer-Human Interaction, 30(5), 1–28. https://doi.org/10.1145/3519026

Rusiana, R. (2023). Students’ Perception of Project-Based Learning Implementation in Teaching English to Young Learners Class. Kredo Jurnal Ilmiah Bahasa Dan Sastra, 7(1), 160–172. https://doi.org/10.24176/kredo.v7i1.10507

Sapci, A. H., & Sapci, H. (2020). Artificial Intelligence Education and Tools for Medical and Health Informatics Students: Systematic Review. Jmir Medical Education, 6(1), e19285. https://doi.org/10.2196/19285

Saud, I. W. (2023). A Portray of Teaching English for Young Learners in Manado City: The Teacher’s Media, Method, and Challenges. Journal of English Language Teaching Linguistics and Literature Studies, 3(1), 51. https://doi.org/10.30984/jeltis.v3i1.2614

Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The Impact of Artificial Intelligence on Learner–instructor Interaction in Online Learning. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00292-9

Siminto, S. (2023). Educational Management Innovation by Utilizing Artificial Intelligence in Higher Education. Al-Fikrah Jurnal Manajemen Pendidikan, 11(2), 284. https://doi.org/10.31958/jaf.v11i2.11860

Susilo, T. (2023). Optimizing the Potential of Artificial Intelligence in Education Management for Era 5.0. Al-Fikrah Jurnal Manajemen Pendidikan, 11(2), 219. https://doi.org/10.31958/jaf.v11i2.10371

Wei, L. (2023). Artificial Intelligence in Language Instruction: Impact on English Learning Achievement, L2 Motivation, and Self-Regulated Learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955

Widder, D. G., & Nafus, D. (2023). Dislocated Accountabilities in the “AI Supply Chain”: Modularity and Developers’ Notions of Responsibility. Big Data & Society, 10(1). https://doi.org/10.1177/20539517231177620

Wilkens, U. (2023). Creative Intent and Reflective Practices for Reliable and Performative Human-Ai Systems. 77–94. https://doi.org/10.30844/wgab_2023_5

Yang, D., & Wang, Y. (2020). Hybrid Physical Education Teaching and Curriculum Design Based on a Voice Interactive Artificial Intelligence Educational Robot. Sustainability, 12(19), 8000. https://doi.org/10.3390/su12198000




DOI: http://dx.doi.org/10.32934/jmie.v8i2.665

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats

Copyright © 2017, JMIE: Journal of Madrasah Ibtidaiyah Education, p-ISSN: 2580-0868, e-ISSN: 2580-2739

 

Indexed By:

 Logo Google Scholar Logo Garuda Logo Crossref Logo Base  Logo Dimensions Logo Indonesia Onesearch