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All Journal Journal on English as a Foreign Language (JEFL) Jurnal Ilmiah Pendidikan dan Pembelajaran
Rudi Hartono
Universitas Negeri Semarang, Semarang, Indonesia
Education Languange, Linguistic, Communication & Media

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From Digitized to Dialogic Writing: How ICT Literacy Shapes Intertextual Competence in Cyber-Learning Environments Edy Waloyo; Rudi Hartono; Sri Wahyuni; Henrikus Joko Yulianto
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.100084

Abstract

This study investigates how ICT literacy influences intertextual competence in digital academic writing. It aims to analyze students’ ability to evaluate, synthesize, and dialogically integrate digital sources in a cyber-learning environment. Employing an explanatory sequential mixed-methods approach, the research collected quantitative data from structured surveys, analyzed using descriptive statistics, and qualitative data from interviews, open-ended questionnaires, and students writing samples, examined through thematic analysis. Findings indicate that while students demonstrate strong ICT skills in accessing and organizing digital information, many face difficulties in critically synthesizing texts, constructing coherent arguments, and positioning themselves epistemically. Sources are often used for citation rather that for constructing meaning. However, when instructional scaffolds such as source-mapping and contrastive reading are applied, students begin to show enhances intertextual awareness. The study concludes that ICT literacy alone does not ensure dialogic academic writing. Instead, writing instruction must incorporate critical, culturally responsive, and dialogic pedagogies to foster intertextual competence. These findings have implication for digital curriculum design and academic writing instruction in online higher education.
Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Nurfisi Arriyani; Rudi Hartono; Sri Wuli Fitriati; Hendi Pratama
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10078

Abstract

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.
Co-Authors Edy Waloyo Hendi Pratama Henrikus Joko Yulianto Nurfisi Arriyani Sri Wahyuni Sri Wuli Fitriati