Culturally Responsive Teaching Integrated Skill AI Based Learning Applicator to Elevate Learners Critical Thinking and Writing Proficiency
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.
Keywords
Full Text:
PDFReferences
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
DOI: https://doi.org/10.24256/ideas.v12i1.4909
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Alika Larasati Larasati, Pirman Ginting
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright CC-BY- SA.
©DEAS: Journal of English Language Teaching and Learning, Linguistics and Literature. This is an open access article under the Creative Commons - Attribution-ShareAlike 4.0 International license (CC BY-SA 4.0)