The This study examined the effects of ChatGPT-based constructive feedback on EFL students’ creative thinking in writing. A total of forty-two undergraduate students participated in this study. They were divided into control and experimental groups. Using the explanatory sequential design, the quantitative data were collected through the true experimental design while the qualitative data used questionnaire. Quantitative data were analyzed using t-test statistics based on the PISA 2021 Creative Thinking Framework, whereas the qualitative data were analyzed using descriptive analysis. The result revealed a significant improvement in students’ creative thinking scores after receiving ChatGPT-mediated feedback (t = –9.79, p < 0.05). This means that AI feedback can enhance not only linguistic proficiency but also students’ creativity in written expression. The questionnaire result indicated that students’ perception of ChatGPT is helpful in generating ideas, reflective learning, and divergent thinking. For students, AI-based feedback was time efficient, precise, and linguistic support that facilitated revision and engagement in writing. However, the existence of the teacher is inevitable since the context of emotional and contextual guidance is highly required in the feedback which cannot be provided by AI based. Thus, it can enhance creativity when it is used as secondary aid to human feedback.
Zahria Amalina, Rosdiana Rosdiana, S. Fahmi et al.· English Learning Innovation· 0 citations
This study explored how education quality is conceptualized, enacted, and experienced within Indonesian Islamic universities, and developed a context-sensitive understanding of education quality that extends beyond dominant metric-driven frameworks. In responding to the limitations of standardized approaches to quality assurance in higher education, the study adopted a qualitative multiple-case design grounded in an interpretivist paradigm. Data was collected through semistructured interviews, classroom observations, and document analysis involving lecturers and students at three institutions. The findings reveal that education quality is not a fixed or universally defined construct, but a context-sensitive, relational, and value-infused process that is shaped by pedagogical practices, institutional conditions, and moral–spiritual orientations. Five interrelated dimensions of education quality emerged from the analysis: transformative learning, dialogic and participatory pedagogy, relational engagement, ethical–spiritual integration, and context-dependent enactment. The study highlights key tensions between transformative ideals and institutional constraints, as well as between normative value integration and its practical implementation. These tensions demonstrate that education quality is continuously negotiated rather than fully achieved. The study contributes to global debates by proposing a context-sensitive framework that expands existing understandings of quality beyond standardization and measurement. It offers theoretical and practical implications for developing more inclusive, flexible, and human-centered approaches to educational quality in diverse higher education contexts.
Awaliah Musgamy, Siti Azisah, Rappe Rappe et al.· International Journal of Lea...· 0 citations
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