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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Magister Scientiae
Edeltrudis Patrisia Soge
Sanata Dharma University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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EMOTIONAL REGULATION STRATEGIES AMONG EFL MASTER’S STUDENTS AT SANATA DHARMA UNIVERSITY: NAVIGATING ACADEMIC CHALLENGES AND STRESS Edeltrudis Patrisia Soge; Simron Krisnuarjati Hindom; Galuh Wuryaningtyas; Concilianus Laos Mbato
Magister Scientiae Vol. 53 No. 1 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i1.7280

Abstract

ABSTRACT Emotions are physiological states that significantly influence the learning process. Students must regulate their emotions when confronted with challenges in higher education. This study addresses the research questions: 1.) How do Masters students regulate their emotions in academic life? and 2.) What are the perceived effects of emotion regulation in their academic life? This study used an explanatory sequential mixed method with 21 participants from the first semester of the English education master's program at Sanata Dharma University batch 2024. Observation, questionnaire, and interview were used to collect the data. This study used the process of recognition, coding, data reduction, data display, and triangulation techniques. The results showed that students had varied perspectives of emotional regulation towards their academic life. It was influenced by their thoughts, environment, and personal jobs. They faced challenges such as heavy workloads, time constraints, nervousness, stress, anxiety, and personal issues. To overcome this, the students seek help from friends, family, and lecturers, choose relaxing activities, and shift their mindsets. It was found that students' emotional regulation varied depending on their academic situation during the semester. On the other hand, students perceived the effect of emotional regulation, which is knowing themselves better, boosted confidence, better understanding of the materials, improved time management, and healthy relationships. This research highlights the importance of emotional regulation for first-semester master's students adapting to a new environment, aiding their academic success.
TECHNOLOGY-ENHANCED PEDAGOGY FOR TEACHING ENGLISH AS AN APPLIED LANGUAGE IN HIGHER EDUCATION: A PRISMA REVIEW Simron Krisnuarjati Hindom; Galuh Wuryaningtyas; Natalina Antonia dos Santos; Edeltrudis Patrisia Soge; Markus Budiraharjo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7172

Abstract

Digital technology has increasingly shaped the teaching of English as an applied language in higher education. Although many university students are familiar with digital tools, educators often face challenges in selecting technologies that support meaningful learning outcomes. This study aimed to identify effective digital tools and summarize practical pedagogical implications for university-level English instruction. A systematic literature review (SLR) was conducted following PRISMA 2020 guidelines. Fifty journal articles were retrieved from Scopus, Web of Science, and Google Scholar. After screening and eligibility assessment, 16 studies were included for synthesis, representing experimental, quasi-experimental, mixed-methods, qualitative, survey-based, and conceptual analytical research. The findings show that Mobile-Assisted Language Learning (MALL), particularly vocabulary apps and digital flashcards, provides the most consistent evidence of effectiveness, especially for vocabulary acquisition and retention. AI-supported tools and intelligent personal assistants demonstrate skill-specific benefits, particularly for speaking practice, pronunciation awareness, learner autonomy, and engagement, while effects on receptive skills are less consistent. Emerging technologies such as chatbots, robotics, and virtual reality show promising potential but remain underrepresented in rigorous classroom-based research. Overall, the review highlights that technology is most effective when integrated with clear learning objectives, structured tasks, and teacher guidance. Practical recommendations are provided to support educators in selecting and implementing digital tools that align with instructional goals and learner needs
Co-Authors Concilianus Laos Mbato Galuh Wuryaningtyas Galuh Wuryaningtyas Markus Budiraharjo Natalina Antonia dos Santos Simron Krisnuarjati Hindom Simron Krisnuarjati Hindom