Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)

Background of Study: The integration of artificial intelligence (AI) into project-based learning (PBL) is increasingly explored as a means to enhance English language acquisition. Emerging AI technologies such as natural language processing, machine learning, and generative AI show potential to support language learning in dynamic, learner-centered environments.

Aims and Scope of Paper: This review investigates how AI has been applied in PBL contexts to support English language learning, highlighting both benefits and challenges.

Methods: Following the PRISMA framework, a systematic review was conducted of 12 studies published between 2020 and 2024 across six major databases.

Results: Seven key elements of AI-enhanced PBL were identified: (1) real-time feedback and automated assessment, (2) adaptive learning pathways, (3) contextualized language use, (4) continuous AI language support, (5) structured project guidance, (6) collaborative learning, and (7) intelligent content customization. These elements were found to improve learner motivation, engagement, and language proficiency while promoting transferable academic and professional skills. However, challenges include overdependence on AI, reduced teacher-student interaction, insufficient training in AI tools, and biases in AI-generated content. The review’s scope is limited by the small number of studies and methodological diversity.

Conclusion: AI-enhanced PBL offers promising opportunities for advancing English language education by fostering motivation, proficiency, and transferable skills. To ensure sustainable implementation, future efforts must address challenges related to pedagogy, teacher training, and ethical AI use. This review provides practical insights for educators and policymakers seeking to balance technological innovation with human-centered teaching.

Background: Loving Pedagogy has gained increasing attention in English as a Foreign Language (EFL) education as a relational and affective orientation emphasizing teacher care, empathy, and emotional responsiveness. Grounded in Positive Psychology, this perspective highlights how emotionally supportive teaching environments are associated with learners’ motivation, self-beliefs, and language development.

Aims: This study examined the relationships between perceived Loving Pedagogy and EFL learners’ language learning outcomes, focusing on the mediating roles of intrinsic motivation and self-efficacy, and the moderating role of foreign language anxiety.

Methods: A quantitative, correlational design was employed with 210 Iranian undergraduate EFL learners. Participants completed validated measures of Loving Pedagogy, intrinsic motivation, self-efficacy, and foreign language anxiety. Language learning outcomes were operationalized using proficiency gain scores derived from pre-/post-administration of a standardized placement test. Data were analyzed using correlational analysis, hierarchical regression, and bootstrapped mediation and moderation procedures.

Results: Perceived Loving Pedagogy was positively associated with learners’ motivation, self-efficacy, and language gain scores, and negatively with foreign language anxiety. Mediation analyses indicated that intrinsic motivation and self-efficacy partially mediated the relationship between Loving Pedagogy and language learning outcomes. Moderation analysis showed that higher levels of anxiety weakened these positive associations.

Conclusion: Findings suggest that Loving Pedagogy is meaningfully associated with EFL learners’ motivational and affective experiences, resulting in language development. The study extends relational and positive psychology perspectives in SLA by empirically modeling how teacher care is linked to learning outcomes through affective–motivational pathways, while highlighting the importance of learner anxiety in emotionally responsive classrooms.

Background: The success of the Independent Curriculum implementation largely depends on teachers’ perceptions, particularly in English language teaching at the elementary level.

Aims: This study aims to analyze English teachers’ perceptions of the implementation of the Independent Curriculum in Driving Schools at the elementary level, specifically at SD Negeri 20, SD Negeri 166, and SD Negeri 82 Rejang Lebong in Padang Ulak Tanding. The research focuses on teachers’ understanding and evaluation of the curriculum in terms of its concepts, content, and classroom implementation.

Method: A qualitative descriptive method was employed. Data were collected through a 37-item Guttman-scale questionnaire adapted from Perdana (2021) and in-depth interviews with three English teachers. Questionnaire data were analyzed using percentage agreements, while interview data were analyzed thematically to support the findings.

Results: The results indicate that English teachers generally have positive perceptions of the Independent Curriculum. Most indicators received approval rates between 80% and 100%, particularly those related to learning flexibility, character education, teacher student collaboration, and the use of varied learning resources. However, lower approval rates (33.3%–66.7%) were found in aspects related to limited training opportunities, assessment difficulties, and challenges in conducting outdoor learning activities. Interview findings further revealed that the curriculum promotes students’ creativity and active participation, although limitations in facilities and teacher readiness remain.

Conclusion: English teachers perceive the Independent Curriculum positively and believe it enhances the quality of English language learning. Nevertheless, continuous support, teacher training, and adequate resources are necessary to ensure effective and sustainable implementation.

Background: As technology has advanced, educational tools have seen numerous transformations, notably the introduction of game-based platforms like Quizizz and Quizalize. Both media offer interactive approaches to improve learning outcomes. These media can be used in kindergarten learning, but there has been no study comparing their effectiveness in kindergartens in Bengkulu.

Aims: To compare the effects of Quizalize and Quizizz media on children's learning outcomes.

Methods: Quasi-experiment with 30 students (15 experimental class, 15 control class). Analysis using normality test, homogeneity test, t-test, and Normalized Gain (N-Gain).

Results: There was no significant difference in the pre-test (p = 0.936), but the post-test showed a significant difference (p = 0.020). However, when compared based on N-Gain, there was no significant difference between the two media (p = 0.282).

Conclusion: These findings indicate that both Quizalize and Quizizz are equally effective in improving children's learning outcomes. There are no statistical findings to support the superiority of either medium.

Background: English vocabulary understanding remains a chronic challenge for EFL students in Indonesia, especially at the junior secondary level, where limited prior exposure and traditional rote-learning approaches frequently result in low motivation and low retention.

Aims: This study aims to bring together empirical evidence on the efficacy of Quizizz, a gamified digital assessment instrument, in improving English vocabulary acquisition and involvement among EFL learners.

Methods: A systematic literature review was undertaken in accordance with PRISMA standards. 20 peer-reviewed research (2019-2025) from Google Scholar, Scopus, and Sinta-indexed journals were thematically examined along six dimensions: vocabulary acquisition, motivation, anxiety reduction, usability, feedback, and implementation concerns.

Result: Based to the findings, 85% of studies revealed higher motivation, 45% confirmed improved vocabulary retention (particularly in picture-word recognition), and 30% stated less language anxiety as a result of Quizizz's game-like, low-stakes design. However, 50% highlighted problems such as inconsistent internet, time constraints, and limited higher-order thinking activities.

Conclusion: Quizizz is an appealing tool for vocabulary reinforcement and affective engagement in EFL settings, especially when integrated into communicative teaching methodologies and tailored to local infrastructure realities