Bantalem Derseh Wale
2 Publications in AERD
Author Publications
Export PDFArtificial intelligence in education: Effects of using integrative automated writing evaluation programs on honing academic writing instruction
By Bantalem Derseh Wale
Automated writing evaluation (AWE), which is the result of educational artificial intelligence technology, is a process of scoring and evaluating learners’ written texts automatically. The current study examined the effects of using integrative AWE programs on honing academic writing instruction. It also assessed students’ perceptions towards using these programs. A quasi-experimental pretest-posttest two-group design was used. Test, questionnaire, focus group discussion, and teacher diary were used to collect data from 92 randomly selected participants. The experimental group students learned writing skills with Writerly and Google Docs in integration, but the control group students learned through the conventional paper and pencil feedback system. When the quantitative data were analyzed through independent samples T-test and descriptive statistics, the qualitative data were analyzed thematically. The findings revealed that using the integrated AWE programs honed academic writing instruction because there was a statistical difference between the experimental and control groups in their academic writing performance. Hence, students who learned using the integrated AWE programs honed their academic writing performance because they were able to produce essays that addressed task achievement, coherence and cohesion, lexical resource, grammatical range and accuracy. However, students who learned through the conventional method were less effective in producing quality essays. Besides, the findings also discovered that the experimental group students had positive perceptions towards using the AWE as mentioned above programs because they found the programs interesting, effective, goal-oriented, and supportive. Consequently, this study recommends researchers, curriculum designers, instructional material designers, teachers, and students pay due attention to integrated AWE programs. © 2024, author.
Effects of using educational technology tools to enhance EFL students' speaking performance
By Mekuriaw Genanew Asratie
Educational speaking technology is a digital expertise used to enhance speaking performance. This research examined the effects of using educational speaking technology tools: FORVO, YouGlish, and OALD 8th ed. to enhance students' speaking performance. A quasi-experimental pretest-posttest two groups design was used. Test, questionnaire, interview, and teacher-log were used to gather the data from 82 first-year Information communication and Technology (IT) students selected through comprehensive sampling. The experimental group students had learned speaking skills through educational speaking technology tools while the control group students learned using the conventional method. When the quantitative data were analyzed through independent samples T-test, the qualitative data were analyzed through thematic analysis. The findings of the study uncovered that there was a statistical difference between the experimental and control group students in their speaking performance. Accordingly, the learners who had learned through educational speaking technology have enhanced their speaking performance compared to the students that learned conventionally. Predominantly, students who learned through educational speaking technology were fluent, coherent, and accurate in their speech, rich in lexical resources, used a variety of grammatical ranges, and better in pronunciation. Besides, the students' have positive perceptions towards using educational speaking technology tools. Consequently, this study recommends researchers, teachers, and students to make the use of educational technology and to go in line with the state of the art.
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