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p-Index From 2020 - 2025
0.444
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All Journal Journal International of Lingua and Technology International Journal of Language and Ubiquitous Learning
Malik, Fatima
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of Digital Culture on the Development of Students' Linguistic Identity Irianto, Sugeng; Malik, Fatima
International Journal of Language and Ubiquitous Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.1922

Abstract

Background. This research is motivated by significant changes in the way students interact and communicate due to the development of digital culture. In the midst of the rapid use of social media and other digital platforms, its influence on the development of students' linguistic identities has not been widely researched. Digital culture has created a new communication space that tends to be informal and different from the language norms in the academic space. Purpose. This study aims to analyze how digital culture affects the development of students' linguistic identities in the context of education. Method. This study uses a quantitative approach with a descriptive design. Data was collected through questionnaires and interviews involving 200 students from several high schools. The research instrument is designed to uncover the pattern of students' language use in the digital world and its relation to formal language skills. Results. The results showed that most students use informal language, such as slang and slang, more often in cyberspace. This difference causes some students to have difficulty adapting to the formal language used in academic contexts. Although some students have successfully adjusted, there are indications that these changes have impacted the effectiveness of their formal language use. Conclusion. Digital culture affects students' linguistic identities in a complex way. Therefore, a more flexible approach to education is needed to deal with these challenges. Advanced research can explore other factors that influence the development of students' linguistic identities, such as family factors and local culture.
Adaptive Assessment Tools for Language Learners: A Review of Current Technologies Cahyati, Sri Supiah; Iqbal, Kiran; Malik, Fatima
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i3.781

Abstract

In language education, adaptive assessment tools have emerged as valuable resources to address the diverse proficiency levels and learning needs of students. Traditional assessment methods often fail to capture the full range of learners’ skills, limiting personalized feedback and targeted support. Adaptive assessment technologies offer a solution by tailoring test content in real-time based on individual responses, providing a more accurate and dynamic measure of language proficiency. This research aims to review current adaptive assessment technologies in language education, examining their functionalities, benefits, and limitations. A comprehensive literature review was conducted, analyzing recent studies and technology reports on various adaptive assessment tools used in language learning. The research focuses on key features such as real-time adaptability, personalized feedback, and skill-specific assessments. The tools reviewed include applications designed for different language skills, such as reading, writing, listening, and speaking, and their effectiveness was evaluated based on learner engagement, accuracy, and pedagogical value. Findings indicate that adaptive assessment tools improve learner motivation and engagement by adjusting the difficulty level to match individual abilities. Additionally, these tools provide more targeted insights for educators, enabling personalized instruction. However, challenges remain, including the high cost of implementation and the need for technical training for educators. These findings highlight the potential of adaptive assessments to enhance language learning but underscore the need for further development to make them more accessible. This review concludes that adaptive assessment tools are transformative in language education, though efforts are needed to address cost and accessibility challenges. Further research should focus on refining these tools and exploring their long-term impact on language proficiency.
Co-Authors Iqbal, Kiran Irianto, Sugeng