Article Per Year (5 Year)
p-Index From 2020 - 2025
2.723
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education ELT Echo IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of English Language Studies (IJELS) Edulangue JEES: Journal of English Educational Study PrimaryEdu - Journal of Primary Education JOURNAL OF LANGUAGE J-Lalite: Journal of English Studies Equalita: Jurnal Studi Gender dan Anak AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) JEELS (Journal of English Education and Linguistics Studies) Journal of English as a Foreign Language Teaching and Research (JEFLTR) Foreign Language Instruction Probe
Listiana Ikawati
IAIN Syekh Nurjati Cirebon
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : JEES: Journal of English Educational Study

 1 
AN EXPLORATION OF THE IMPLEMENTATION OF TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL) THROUGH THE COMMUNITY OF INQUIRY (COI) FRAMEWORK: PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES Mushafiyyah, Muzayyinatul; Priajana, Nana; Ikawati, Listiana
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4869

Abstract

The integration of technology into language education has become essential, especially for pre-service English teachers who must develop innovative teaching strategies. Technology-Enhanced Language Learning (TELL) offers opportunities to foster creativity and student engagement, particularly when guided by a structured pedagogical model such as the Community of Inquiry (CoI) framework. This study explored how pre-service English teachers implemented Technology-Enhanced Language Learning (TELL) using the Community of Inquiry (CoI) framework during their teaching practicum. Using a qualitative design with interviews and teaching module analysis, the findings showed that participants applied cognitive, social, and teaching presence to create engaging learning experiences. Despite facing challenges such as limited access, low digital literacy, and difficulty sustaining CoI elements, they employed adaptive strategies such as device sharing, collaboration, and structured guidance. This study concludes that while the implementation of TELL through the CoI framework is promising, it requires ongoing support and training to address contextual constraints. The findings contribute to the development of teacher education programs and inform institutional efforts to enhance digital readiness in English language teaching.
Co-Authors Afidawati, Hilda Aisyiyah, Muhsiyanah Nurul Andini, Wulan Apriyanda Kusuma Wijaya Az Zahra Rahimi Dhion Meitreya Vidhiasi Farkhana Khairunnisa Farouk Imam Arrasyid, Farouk Imam Humardhiana, Ana Lala Bumela Leny Sri Wahyuni Mohammad Andi Hakim, Mohammad Andi Muhammad Iqbal Fauzan Muhsiyana Nurul Aisyiyah Mushafiyyah, Muzayyinatul Nana Priajana, Nana NINDY DWI HELYANTI Pratiwi, Inne Marthyane Siska Rahayu Tedi Rohadi