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All Journal Journal on English as a Foreign Language (JEFL) ELT Echo Ranah: Jurnal Kajian Bahasa JEES: Journal of English Educational Study PANYONARA: Journal of English Education Journal of English Language and Culture Nama jurnal : International Journal of Education and Humanities AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Foreign Language Instruction Probe REGISTER JOURNAL
Nana Priajana
UIN Siber Syekh Nurjati Cirebon
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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 Aisyiyah, Muhsiyana Nurul Baehaqi, Luqman Bagaskara Nur Rochmansyah Fauziyah, Jihan Hendi Hidayat, Hendi Kameswara, Putri Andini Listiana Ikawati Luqman Baehaqi Misyfa bayani Mulyaningsih, Indrya Mushafiyyah, Muzayyinatul Nafa, Lina Nafasatul Ilmi Nafi'a, Ilman Nashruddin, Wakhid Nashruddin, Wakhid Nidara, Eris Nurohman, Aji Nurul Azmi rosiska, Rosiska Suryadi, Suryadi Tedi Rohadi Tohidin Masnun Umi Khasanah Waloyo, Edy