Creativity Meets Technology: The Role of AI Poem Generator in Enhancing Students’ Writing Skills

The traditional landscape of education has been widely inundated with an array of technologies and technological tools in recent decades. Technology, if effectively integrated, offers promises to unleash the learners’ full potentials. Multiple researchers have explored the perceptions of language educators and learners alike (e.g., Cheng & Tsai, 2014; Cheng & Tsai, 2016; Author, 2019a). Other researchers have investigated the role of technology on the cognitive achievement of language learners in different language skills. Author (2019a) reiterates that the common thread amongst tools harnessed in technology-enhanced language education is that technology, by and large, enhances comprehension, increases cognitive attainment and motivation level of learners. Research findings imply that technologies exploited in language learning not only motivate learners but also serve as a catalyst in the language learning process (Singhal, Bagga, Goyal, & Saxena, 2012; Ibáñez, Di Serio, Villarán, & Kloos, 2014). Beginning with a chronological review of the advent of technology in the realm of language education, this article will present contradictory, yet scholarly, opinions of researchers documented and corroborated with empirical research concerning the use of technology in language education. To achieve that, the author will embark on detailing how technology affords language teachers. The backbone of the article is an evidence-based discussion regarding the motivational factors ensued by technologies. Having scrutinized the role of technology in language education, the author will delineate technologies recently employed to increase the motivation level of students. This article will also discuss the constraints of technology and shed light on potential challenges that both language educators and learners may encounter including educators’ lack of knowledge about technology and limitations of technologies.

This study explores the influence of teachers' pedagogical beliefs on the integration of technology in language education. Teachers' beliefs significantly impact their technology adoption and how it is utilized in the classroom, shaping the learning experiences of students. The research uses a mixed-methods approach, combining quantitative surveys and qualitative interviews with classroom observations to examine the relationship between teachers’ beliefs and their use of technology in language education settings. The findings reveal that teachers with constructivist beliefs, which emphasize active, student-centered learning, are more likely to integrate technology in ways that support engagement, collaboration, and critical thinking. In contrast, teachers with traditional, teacher-centered beliefs are more likely to use technology primarily for content delivery and repetition, limiting its potential to foster interactive and student-driven learning environments. The study also highlights the gap between teachers' positive beliefs about technology and their actual practices, which are often hindered by external barriers such as lack of training, resources, and institutional support. The research suggests that professional development programs should address both pedagogical beliefs and technological competencies to facilitate successful technology integration. Furthermore, the study calls for future research to explore how specific pedagogical models, like constructivism, can be further aligned with technology integration to improve learning outcomes. The research also emphasizes the need for longitudinal studies to understand the evolution of teachers' beliefs and their impact on technology use in language education.

This study investigates the effectiveness of AI-assisted learning in enhancing students’ scientific argumentation skills within Islamic Religious Education (PAI) at SMKN Widang. As digital tools become more integrated into education, understanding their impact on higher-order thinking skills is increasingly relevant. A quasi-experimental design was employed, involving two groups: an experimental class (XI-A) that used AI tools such as ChatGPT for constructing arguments and receiving instant feedback, and a control class (XI-B) that received conventional instruction. Data were collected through argumentation tests, classroom observations, and interviews. Statistical analysis was conducted using an independent sample t-test in SPSS 26. The experimental group showed a significantly higher improvement in argumentation skills (Mean = 76.34, SD = 15.53) compared to the control group (Mean = 55.34, SD = 17.99), with a large effect size (Cohen’s d = 1.25, p 0.05). AI tools facilitated student engagement by enabling real-time feedback, personalized content, and multiple perspectives, particularly in discussing contemporary issues like brawls and substance abuse from an Islamic viewpoint. These findings suggest that AI-based learning can effectively support scientific argumentation in religious education contexts by fostering deeper analysis and critical thinking. Despite limitations—such as being restricted to one institution and a single AI tool—the results highlight the potential of AI integration for contextual and individualized learning. Future studies could explore broader applications across disciplines and educational levels.

Is technology a tool for language learning, or is language learning a tool with which people can access technology? This article suggests that both language and technology are tools for individual and societal development. The article introduces a developmental approach to integrating technology in language education, based on consideration of both product and process. It then illustrates these concepts through analysis of a large, U.S.-funded English language developmental program in Egypt. Two projects are examined: a teacher education program on computers in English language teaching and a basic English methodology course taught via videoconferencing. The analysis indicates that a developmental approach is critical to successful integration and use of technology in language education programs.

Relevance. The relevance of the research is conditioned by the fact that the problem of education quality has always been in the foreground of interest of both scientific workers and pedagogical practitioners, and today in Uzbekistan and all over the world, the quality of education is considered as the most important factor for achieving sustainable development of the country, ensuring its technological, economic, informational and moral security.Purpose. In this regard, this article is aimed at studying pedagogical technologies in language teaching in educational institutions, which are necessary for the implementation of interpersonal interaction and communication in the process of intercultural communication.Methodology. The leading methods of research of this problem are the methods of analysis, classification, induction and deduction, generalization and comparison of approaches, which will help to identify and highlight the main traditional and innovative pedagogical technologies in education and pedagogy.Results. The article reveals the importance of competence development through the use of advanced pedagogical methods in foreign language classes; shows the peculiarities of using innovative approaches in teaching English and German as a second foreign language in higher education; reveals problem-oriented learning and adaptive technologies; demonstrates the factors and methods of using pedagogical technologies in the learning process; shows the implementation of competence-based and personal-activity approach with the implementation of the pedagogical technologies in the learning process.Conclusions. The materials of the article are of practical and theoretical value for pedagogy, linguistics and teaching methodology, where the discussion of improving the effectiveness of education and language learning is important.

A plethora of publications have shed light, particularly on the affordances of artificial intelligence (AI) in language education, garnering significant attention, promising transformative impacts on teaching and learning practices. However, the rapid adoption of AI tools has raised ethical concerns regarding data privacy, bias and academic integrity. in response to these concerns, this systematic review aims to explore the responsible and ethical use of AI in language education (REALE) by examining recent literature from 2020 to 2024. The structure of this research revolves around two key questions: What are the emerging patterns and practices in REALE? and What research methodologies have been utilized in studies examining REALE? The researchers selected 9 studies from 65 publications in the Web of Science (WoS) and Scopus databases, following a rigorous screening process based on predefined inclusion and exclusion criteria. These selected studies were analyzed using thematic codes: the objective of the study, methodologies applied, sample, country and the key outcomes reported. The findings reveal a growing trend towards implementing AI in language education, with an emphasis on ethical training and awareness. The review suggests the necessity for educators and policymakers to develop comprehensive guidelines for the responsible and ethical use of AI in language education. It also recommends further research into inclusive and ethical AI practices across different educational levels to foster a more equitable and responsible use of technology in language education.

This article explores the transformative role of technology in modern language education, highlighting the significant advancements over the past thirty years. It begins with an overview of traditional language teaching methods and their limitations, followed by a discussion on the integration of the Internet, which has revolutionized access to language learning resources and facilitated virtual classrooms. The article delves into the impact of Artificial Intelligence (AI), particularly its recent widespread adoption since 2022, in creating personalized and adaptive learning experiences. It also examines interactive and immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR), which provide engaging, real-world practice scenarios. Additionally, the benefits and challenges of technology in language education are analyzed, supported by case studies and testimonials. The article concludes by exploring emerging trends and the need for a balanced approach between traditional methods and technological advancements to create effective and inclusive language learning environments.

The integration of Information and Communication Technology (ICT) in language teaching is profoundly influenced by educators’ attitudes and perspectives towards its use. Conversely, the ideologies or viewpoints held by individuals can significantly affect the facilitation or hindrance of information and communication technology adoption and utilization. The use of information and communication technology tools in English language instruction is widespread and varies greatly. Nonetheless, the beliefs and perspectives of English as a Foreign Language (EFL) teachers play a crucial role in either reinforcing or undermining the importance of this application. The incorporation of innovative technological tools, such as information and communication technology, into educational practices depends on the essential involvement of educators. To optimize student learning results, teachers' attitudes must change. This is demonstrated by the relationshipbetween the effectiveness of instructional reforms and their capacity to adjust to new technology. By employing the Theory-Context-Characteristics-Methodology framework, a systematic review of the literature was conducted as part of the research. The literature covered 79 empirical studies published in the last 10 to 15 years that examined the relationship between teachers' perceptions of and actual use of information and communication technology in language teaching and learning. This study demonstrates the relationship that exists between how teachers view the usage of information and communication technology and how it is actually used in language instruction. It also looks at the variables affecting how instructors view the usage of information and communication technology.

Research on the use of technology in educational settings has tended to focus on the impact of technology on the educational outcomes. The other area that that has long been ignored in this research field, when it should form an integral part of research in educational technology, is historical background and views of the students on the technology’s role in achieving educational goals. The research theory that is relevant in this regard is cultural-historical activity theory (CHAT) to additional language learning in education that is drawn from the cultural-historical psychology theory. One-hundred and five participants completed a survey questionnaire. The findings reveal that 66% of the respondents come from families where there are no computers at home and 57% have no good knowledge of computer use even though 53% claim to have been introduced to the use of computers at their last schools. Despite this, the respondents show overwhelming support for the use of technology in higher education. The results are important in that they give hope on the acceptance and possible independent use of technology by students to improve their English proficiency once they have been introduced to technology in language learning.

Given the increasing role of mobile technology in language education, understanding students’ perceptions of gamified vocabulary applications is essential for optimizing their effectiveness in EFL contexts. This study aims to explore junior high school students’ perceptions of the WordUp application as a digital tool for enhancing vocabulary mastery and to identify its contributions to the field of mobile-assisted language learning. Employing a phenomenological approach, the research involved observations, semi-structured interviews, and documentation with 12 students from an Islamic junior high school in Sumatra, Indonesia, and the data were analyzed by thematic analysis. The findings indicate that students generally reported positive experiences, including engaging and enjoyable learning activities, gamified vocabulary practice that fosters intrinsic motivation among teenagers, authentic multimodal contexts that support comprehension, and noticeable improvement in vocabulary mastery. Nevertheless, several challenges emerged, such as information overload, which sometimes hindered retention, and limited content coverage that did not always align with students’ immediate learning needs. The study underscores the significant role of mobile applications in facilitating language learning and offers practical recommendations for improving the user experience of WordUp to better accommodate learners’ preferences. By providing empirical insights into students’ experiences, this research contributes to the understanding of how gamified mobile applications can be optimized to enhance vocabulary acquisition in English as a foreign language contexts.This study investigates junior high school students' perceptions of the WordUp application as a tool for enhancing vocabulary mastery. The research employed a phenomenological approach, involving observations, semi-structured interviews, and documentation with 12 students from an Islamic junior high school in Sumatra, Indonesia. The findings revealed that students generally had positive experiences such us fun learning, gamified vocabulary learning that triggers instrinsic motivation in teen learners, authentic multimodal context and improved vocabulary. However, challenges such as overload information and limitations in content. The study highlighted the importance of mobile applications in language learning and provides recommendations for enhancing the user experience of WordUp to better meet students' needs.

This study investigates the impact of artificial intelligence on language learning, focusing specifically on using “My AI” (T-Bot) within the Snapchat app to enhance speaking accuracy and fluency among master’s students at the Polydisciplinary Faculty in Taza, Morocco. The central research question explores whether AI-integrated tools can significantly improve speaking performance in EFL contexts compared to traditional learning methods. The study aims to assess the effectiveness of AI-supported conversational practice in developing learners’ oral proficiency. Its significance lies in addressing the limited research on AI in Moroccan higher education, particularly in language instruction. A quasi-experimental mixed-methods approach was adopted, involving an experimental group interacting with My AI over 12 weeks and a control group using conventional methods. Pre- and post-tests based on CEFR criteria were administered, and quantitative data were analyzed using statistical tests to measure gains in accuracy and fluency. Qualitative data, including peer discussions and rater evaluations, were examined using Miles and Huberman’s (1994) framework. Results demonstrated a statistically significant improvement in the experimental group’s speaking performance, supported by high inter-rater reliability and a large effect size. The study concludes that AI tools such as My AI can serve as effective supplements to traditional language instruction and recommends their integration into higher education curricula to enhance communicative competence.

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors’ likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised.

With the advent of technology and educational devices, online courses have been increasingly utilized in education. At present, educational institutions use a variety of technological tools and applications to carry out courses at all levels. There has been a debate on the use of technology in education from such perspectives as learner success, satisfaction and interaction. Language education has also been investigated from dimensions including integration of technology in language teaching and learning processes. Within an aim to identify learner experiences in online language sessions, this intrinsic case study examined the experiences and perceptions of 23 undergraduate students following online courses at English Language Teaching Department EFL at a Turkish state university. Data were collected through the instructor’s unstructured online observation notes, students’ unstructured notes and their answers to open-ended questions. The results of conventional content analysis pointed at the educational, pedagogical and affective contributions of online sessions as well as covering connection problems and interactional confusion as the drawbacks in the process. In the light of the results, several suggestions are made.

This study investigates the impact of integrating ChatGPT, an Artificial Intelligence-powered language model, into English for Specific Purposes (ESP) writing courses for EFL students at Saudi Arabian universities. The main research question examines how ChatGPT can enhance students’ writing performance, engagement, and autonomous learning. The study aims to evaluate the effectiveness of ChatGPT in improving ESP writing skills and to identify the challenges and opportunities associated with its use in classroom settings. It also explores how Saudi university instructors can strategically create exams and courses using generative AI. The significance of this study lies in its contribution to the growing field of AI-assisted language learning, offering valuable insights for educators, curriculum designers, and policymakers amid the digital transformation of education. A mixed-methods approach was adopted, including surveys, interviews, pre- and post-tests, and document analysis to collect quantitative and qualitative data. The findings reveal significant improvements in students’ writing proficiency, particularly in grammar accuracy, vocabulary enrichment, creativity, and critical thinking. Nevertheless, challenges such as technical barriers, ethical concerns, and teachers’ limited training in AI tools were identified. The study recommends providing professional development programs for teachers, establishing ethical guidelines for AI use, enhancing technical support, and continuously evaluating AI tools to ensure effective implementation. This research provides a foundation for future studies on integrating AI technologies in language education and highlights the potential of ChatGPT to foster autonomous and effective language learning.

The aims of this research were exploring the teaching strategies used by lecturers in Business English courses in Universitas Khairun, Ternate within the EFL context. The researchers used classroom observation and semi structure interview to collect the data. There were two lecturers and two classes of students who participated in this study. The findings of this research reveal that the case method and project-based learning (PBL) were the most commonly used strategies, while cooperative learning, small group work, and direct teaching were also occasionally applied. Although these strategies were effective in enhancing students' understanding of business concepts, they did not significantly contribute to the improvement of students' English language proficiency.