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All Journal EDULITE: Journal of English Education, Literature and Culture Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya
Ahmad Lizamuddin
Universitas Islam Sultan Agung
Education Languange, Linguistic, Communication & Media

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Teachers' Pedagogical Adaptation to Digital Culture: Qualitative Insights from Technology-Mediated Language Teaching Ahmad Lizamuddin; Mohammad Noor Zuhri; Muhammad Jauhari Sofi
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 6 No. 02 (2025)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v6i02.13707

Abstract

The rapid expansion of digital culture has reshaped the pedagogical landscape of language teaching, requiring teachers to rethink their instructional practices within technology-mediated environments. This study aims to explore how secondary school language teachers adapt their pedagogical approaches to the demands of digital culture and what factors influence their adaptation processes. Using a qualitative descriptive design, data were collected from ten language teachers in Kendal Regency through open-ended questionnaires and analyzed thematically. The findings reveal that pedagogical adaptation is a multidimensional process characterized by shifts from teacher-centered to student-centered digital orientations, the development of context-responsive digital strategies, and the negotiation of sociotechnical challenges such as device inequality, unstable internet, and diminished authentic interaction in online settings. The results also show that teacher professional identity and reflective decision-making function as central mechanisms shaping the depth and direction of pedagogical adaptation. This study extends existing theoretical frameworks-including TPACK, adaptive expertise, teacher identity, and pedagogical reasoning-by demonstrating how they interact dynamically within digital language teaching contexts. Practically, the study underscores the need for professional development that emphasizes reflective digital pedagogy, institutional support for technological equity, and collaborative spaces for sharing adaptive practices. The findings highlight that effective digital language teaching emerges not merely from tool proficiency but from contextually informed instructional reasoning and identity-driven pedagogical transformation.
Teachers' perceptions of integrating virtual reality applications in English language teaching within the digital culture context Mohammad Noor Zuhri; Ahmad Lizamuddin
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.638-651

Abstract

The growing use of immersive technologies in language education has intensified interest in how teachers evaluate their pedagogical value and feasibility. Although previous research has documented the potential of Virtual Reality (VR) for language learning, less is known about how teachers interpret its classroom use in relation to institutional digital conditions. This descriptive qualitative study explored the perceptions and experiences of five English teachers who had prior exposure to VR-supported activities. Data were generated through semi-structured interviews and limited classroom observations and were analyzed thematically. The teachers described VR as offering immersive and contextual opportunities for language practice and perceived that some learners participated more readily during VR-supported activities. They also reported constraints related to device access, connectivity, preparation time, curriculum alignment, professional learning, and uneven institutional support. The findings indicate that teachers' experiences of VR were shaped not only by perceived pedagogical affordances but also by the resources, norms, and support available in their institutions. Because student competence, motivation, and anxiety were not directly measured, these findings should be interpreted as teacher perceptions supported by limited observational indications. The study contributes a context-sensitive account of the conditions teachers considered when using VR in English language teaching and highlights the need for pedagogically aligned materials, professional development, and realistic institutional planning.
Co-Authors Mohammad Noor Zuhri Muhammad Jauhari Sofi