Lingeduca: Journal of Language and Education Studies

Effectiveness of AI-Based English Language Learning Apps in Improving Listening Skills

2025-04-08T09:21:08+07:00

The increasing integration of Artificial Intelligence (AI) in educational technologies has revolutionized language learning, particularly in enhancing listening skills—an area often regarded as challenging for English as a Foreign Language (EFL) learners. Despite the growing popularity of AI-based English learning applications, empirical evidence on their effectiveness remains limited. This study aims to examine the effectiveness of AI-powered language learning apps in improving the listening skills of EFL learners. Employing a quasi-experimental design, the research involved 60 undergraduate students divided into an experimental group using AI-based applications and a control group receiving traditional instruction. Data were collected through pre-tests and post-tests, along with user experience questionnaires. The findings revealed a significant improvement in the listening comprehension scores of the experimental group compared to the control group. Moreover, students reported increased motivation and engagement when interacting with AI-enhanced features such as speech recognition, adaptive feedback, and real-time listening exercises. The study concludes that AI-based English learning apps are effective tools for developing listening skills, offering personalized and interactive learning experiences. These results provide valuable implications for educators, app developers, and policymakers in integrating AI technology into language education.

The Role of Technology in English Language Learning in the Digital Era

2025-03-18T22:35:24+07:00

The rapid advancement of technology has significantly transformed English language learning in the digital era. Traditional classroom-based learning has shifted towards technology-enhanced instruction, incorporating digital tools, mobile applications, artificial intelligence, and online learning platforms. This transformation presents new opportunities and challenges in language acquisition, necessitating an in-depth exploration of technology's role in facilitating English language learning. This study aims to analyze the impact of digital technologies on English language learning, focusing on their effectiveness in improving learners' linguistic competencies, engagement, and motivation. A qualitative research method was employed, involving a systematic literature review and thematic analysis of recent studies on technology-assisted language learning. Data were collected from peer-reviewed journal articles, conference proceedings, and educational reports to examine current trends, benefits, and limitations of digital tools in language education. The findings reveal that technology plays a crucial role in enhancing language skills, particularly in listening, speaking, reading, and writing. Digital platforms foster interactive learning, personalized instruction, and autonomous learning experiences. However, challenges such as digital literacy gaps, accessibility issues, and the need for teacher training remain significant barriers to effective technology integration. This study concludes that while technology offers substantial benefits for English language learning, its optimal use requires strategic implementation, teacher readiness, and institutional support. Further research is needed to explore emerging technologies and their long-term impact on language acquisition.

The Effect of Project-Based Learning on 21st Century Skills in Middle School Students in Indonesia

2025-04-08T09:20:12+07:00

In the context of global educational transformation, the integration of 21st-century skills into learning practices has become imperative, particularly for preparing students to face complex challenges in the modern era. This study investigates the effect of Project-Based Learning (PjBL) on the development of 21st-century skills—critical thinking, collaboration, creativity, and communication—among middle school students in Indonesia. The objective of the research is to determine whether PjBL significantly enhances these competencies compared to conventional instructional methods. A quantitative approach with a quasi-experimental design was employed, involving two groups of Grade 8 students from a public middle school in West Java. The experimental group received instruction through PjBL, while the control group experienced traditional teaching. Data were collected using a 21st-century skills rubric and analyzed using independent sample t-tests. The findings revealed that students exposed to PjBL demonstrated significantly higher performance in all four skill domains. These results underscore the effectiveness of PjBL as a student-centered approach that fosters meaningful learning experiences aligned with real-world contexts. In conclusion, Project-Based Learning has a positive and significant impact on the enhancement of 21st-century skills in middle school students and is recommended for broader implementation in Indonesian education.