Culturally Responsive Teaching Integrated Skill AI Based Learning Applicator to Elevate Learners Critical Thinking and Writing Proficiency

Authors

  • Alika Larasati Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
  • Pirman Ginting Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia

DOI:

https://doi.org/10.24256/ideas.v12i1.4909

Keywords:

Artificial Intelligence, Cultural Diversity, Writing Abilities

Abstract

This research project investigates the efficacy of combining culturally sensitive teaching with AI-based learning tools to enhance student's critical thinking and writing abilities. This project explores the potential benefits of integrating culturally responsive teaching with AI technology to enhance learners' cognitive and linguistic skills. This research employs a mixed-methods approach, utilizing quantitative and qualitative data collection approaches. The sample was collected from 15 EFL students at SMA N 10 Medan. The students were chosen to participate in the research based on their diverse cultural backgrounds. Data gathering included administering pre-and post-tests to assess students' critical thinking and writing abilities. The study shows that combining culturally responsive education with AI-based learning tools dramatically enhances students' critical thinking and writing skills. Students enrolled in AI courses experience a stimulating and culturally diverse learning atmosphere that fosters the development of their critical thinking and writing abilities. This research enhances the field of education by emphasizing the capacity of AI technology to promote culturally relevant teaching methods and enhance learners' cognitive and language abilities. The results suggest combining AI-based learning tools with culturally responsive teaching methods can improve students' critical thinking and writing skills. This study highlights the significance of incorporating cultural diversity into instructional design and offers guidance for educators and policymakers to establish inclusive and efficient learning settings.

References

Alharti, S. (2021). From Instructed Writing to Free-Writing: A Study of EFL Learners. SAGE Open, 1-15. https://doi.org/10.1177/21582440211007112

Alqahtani, T., Badreldin, H. A., Alrashed, M., Alshaya, A.I., Alghamdi, S. S., Saleh, K. B., Alowais, S. A., Alshaya, O. A., Rahman, I., Al Yami, M. S., Albekairy, A. M. (2023). The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy, 1236-1242. https://doi.org/10.1016/j.sapharm.2023.05.016

Al-Mahrooqi, R., Denman, C., Al-Siyabi, J., Al-Maamari, F. (2015). Characteristics of a Good EFL Teacher: Omani EFL Teacher and Student Perspectives. SAGE Open, 1-15. https://doi.org/10.1177/2158244015584782

Angin, R. (2021). Artificial Intelligence and Human Resources: A Challenge in Implementing Artificial Intelligence in Village Government. IOP Conf. Series: Earth and Environmental Science, 1-5. DOI: 10.1088/1755-1315/717/1/012044

Ayanwale, M. A., Sanusi, I. T., Adelana, O.P., Aruleba, K. D., Oyelere, S.S. (2022). Teachers’ readiness and intention to teach artificial intelligence in school. Computers and Education: Artificial Intelligence, 2-10. https://doi.org/10.1016/j.caeai.2022.100099

Bui, H. P., Nguyen, L. T., Nguyen, T. V. (2023). An investigation into EFL pre-service teachers’ academic writing strategies. Heliyon, 2-10. https://doi.org/10.1016/j.heliyon.2023.e13743

Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 2-11. https://doi.org/10.1016/j.chb.2022.107468

Coghill, G. M. (2023). Artificial Intelligence (and Christianity): Who? What? Where? When? Why? and How?. Studies in Christian Ethics, 36(3) 604–619. https://doi.org/10.1177/09539468231169462

Comstock, M., Litke, E., Hill, K. L., Desimone, L. M. (2023). A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction. AERA Open, 9(1), 1-18. https://doi.org/10.1177/23328584221140092

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.

Darayseh, A. A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence, 3-8. https://doi.org/10.1016/j.caeai.2023.100132

Derlina, Sahyar, Harahap, R. I. S., Sinaga, B. (2021). Application of Ethnophysics integrated with Culturally Responsive Teaching (CRT) methods to improve Generic Skills of Indonesian Science Students. EDUCATIONAL SCIENCES: THEORY & PRACTICE, 21(1), 68—83. http://dx.doi.org/10.12738/jestp.2021.1.006

Glass, Kathy Tuchman.2005.Curriculum Design for Writing Instruction. California: Corwin Press.

Hajipour, V., Hekmat, S., Amini., M. (2023). A value-oriented Artificial Intelligence-as-a-Service business plan using integrated tools and services. Decision Analytics Journal, 2-14. https://doi.org/10.1016/j.dajour.2023.100302

Hou, H. (2021). On the three constraints of the development of artificial intelligence: Value, liberation and responsibility. Cultures of Science, 4(3) 159–168. https://doi.org/10.1177/20966083211052637

Kieslich, K., Keller, B., Starke, C. (2022). Artificial intelligence ethics by design. Evaluating public perception on the importance of ethical design principles of artificial intelligence. Big Data & Society, 1-15. https://doi.org/10.1177/20539517221092956

Kim, Y. S. G., Yang, D., Reyes, M., Connor, C. (2021). Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students. Educational Research Review, 2-15. https://doi.org/10.1016/j.edurev.2021.100408

Khalid, L., Bucheerei, J., Issah, M. (2021). Pre-Service Teachers’ Perceptions of Barriers to Promoting Critical Thinking Skills in the Classroom. SAGE Open, 1-9. https://doi.org/10.1177/21582440211036094

Lai Lee, S., Sze Chan, H., Yue Tong, Y., Yue Chiu, C. (2023). Growth mindset predicts teachers’ life satisfaction when they are challenged to innovate their teaching. Pacific Rim Psychology, 17, 1-11. https://doi.org/10.1177/18344909231167533

Li, W., & Zou, W. (2021). Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study. SAGE Open, 1-15. https://doi.org/10.1177/21582440211061574

Mahali, S. C., & Sevigny, P. R. (2021). Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers. Education and Urban Society, 54(8), 946–968. https://doi.org/10.1177/00131245211062526

Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, W., Suharti, S., Darwis, A., Marzuki. (2023). Exploring Artificial Intelligence in Academic Essay: Higher Education Student’s Perspective. International Journal of Educational Research Open, 2-10. https://doi.org/10.1016/j.ijedro.2023.100296

Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024

Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.

Miller, B. A. K. (2015). Effective Teachers: Culturally Relevant Teaching From the Voices of Afro-Caribbean Immigrant Females in STEM. SAGE Open, 1-14. https://doi.org/10.1177/2158244015603427

Naz, F., Saha, T., Hyun, K. (2023). Transportation Curriculum with Culturally Responsive Teaching: Lessons Learned from Pre-Service Teachers and Future Transportation Workforce. Transportation Research Record, 1-13. https://doi.org/10.1177/03611981231184233

Neubauer, A. C. (2021). The future of intelligence research in the coming age of artificial intelligence – With a special consideration of the philosophical movements of trans- and posthumanism. Intelligence, 2-7. https://doi.org/10.1016/j.intell.2021.101563

Reilly, C. O., Devitt, A., Hayes, N. (2022). Critical thinking in the preschool classroom - A systematic literature review. Thinking Skills and Creativity, 2-19. https://doi.org/10.1016/j.tsc.2022.101110

Tajik, O., &Golzar, J. (2022). Simple Random Sampling. International Journal of Education and Language Studies, 1 (2), 78-82. DOI:10.22034/ijels.2022.162982

V, R., Dushkin., Y, V., Stepankov. (2021). Hybrid Bionic Cognitive Architecture for Artificial General Intelligence Agents. ScienceDirect, 226–230. https://doi.org/10.1016/j.procs.2021.06.028

Vries, A. D., Bliznyuk, N., Pinedo, P. (2023). Invited Review: Examples and opportunities for artificial intelligence (AI) in dairy farms*. American Registry of Professional Animal Scientists, 14–22. https://doi.org/10.15232/aas.2022-02345

Wang, S., & Seepho, S. (2017). Facilitating Chinese EFL Learners’ Critical Thinking Skills: The Contributions of Teaching Strategies. SAGE Open, 1-9. https://doi.org/10.1177/2158244017734024

Zandvakili, E., Washington, E., Gordon, E. W., Wells, C., Mangaliso, M. (2019). Teaching Patterns of Critical Thinking: The 3CA Model—Concept Maps, Critical Thinking, Collaboration, and Assessment. SAGE Open, 1-15. https://doi.org/10.1177/2158244019885142

Zhang, M., & Fang, X. (2022). Exploring University EFL Teachers’ Technological Pedagogical Content Knowledge and Teacher Efficacy in Technology-integrated Flipped Classroom. SAGE Open, 1-15. https://doi.org/10.1177/21582440221116105

Zhao, X. (2022). Leveraging Artificial Intelligence (AI) Technology for English Writing: Introducing Wordtune as a Digital Writing Assistant for EFL Writers. RELC Journal, 1-5. https://doi.org/10.1177/00336882221094089

Downloads

Published

2024-03-21

Citation Check