Journal International of Lingua and Technology
Journal International of Lingua and Technology is published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English. The scope of journal: assessment and testing in language learning and education; technology in language learning; language learning media; applied linguistics methodologies and issues; classroom language teaching issues; all language -related learning technologies; culture and power in language education; language curriculum development and implementation; effective methods for language teaching; diversity, multiculturalism and language education; gender, language and higher education; language skills, development, and issues; language learning and identity; literacy, bilingualism and bilingual education; and teacher training, gender and equality in language education.
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<![CDATA[Promoting Multicultural Awareness Through Language Education ]]>
<![CDATA[Wahyuni, Erna]]>;
<![CDATA[Normuslim, Normuslim]]>;
<![CDATA[Siminto, Siminto]]>;
<![CDATA[Sianipar, Godlif]]>;
<![CDATA[Hastuti, Erni]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.724
<![CDATA[In today’s increasingly interconnected world, promoting multicultural awareness has become essential, especially in educational settings. Language education offers a unique platform to foster this awareness, as language and culture are deeply intertwined. However, many language programs focus primarily on linguistic skills, overlooking the cultural dimensions that help students appreciate and navigate cultural diversity. This research aims to examine the role of language education in enhancing students’ understanding of multiculturalism, specifically through curricula that incorporate cultural perspectives and foster intercultural competence. A mixed-methods approach was used, combining surveys and interviews with 200 language learners and 50 educators across various educational institutions. Quantitative data from the surveys measured participants' perceptions of multicultural awareness, while qualitative data from the interviews provided deeper insights into how language education influences students' cultural understanding. Both methods were essential to capturing the complex relationship between language learning and multicultural awareness. The findings indicate that students exposed to culturally enriched language curricula showed a higher level of interest in cultural topics and a greater openness toward diverse perspectives. Educators observed that students became more engaged when cultural content was integrated into lessons, improving their overall language proficiency and intercultural skills. ]]>
<![CDATA[Leveraging Augmented Reality for Interactive Language Learning ]]>
<![CDATA[Salamah, Umi]]>;
<![CDATA[Zaki, Amin]]>;
<![CDATA[Rokhyanto, Rokhyanto]]>;
<![CDATA[Razak, Faisal]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.729
<![CDATA[The rapid advancement of technology, particularly in augmented reality (AR), has opened new possibilities for interactive language learning. Traditional language learning methods often fail to engage learners actively, limiting the development of real-world communication skills. AR, with its immersive and interactive nature, offers an innovative approach that can bridge this gap by providing contextualized language learning experiences. This research aims to explore how augmented reality can be leveraged to enhance the effectiveness and engagement of language learners in both formal and informal educational settings. A mixed-methods research design was employed, combining quantitative data from language proficiency assessments and qualitative insights gathered through surveys and interviews with both learners and educators. AR-based language learning applications were implemented over a period of three months with a sample of 150 students, and their progress was monitored through pre- and post-tests. Learners interacted with virtual objects, scenarios, and conversations in real-world environments, providing immersive language practice opportunities. The results indicated a significant improvement in language proficiency, particularly in speaking and listening skills, with learners showing increased confidence and engagement. AR-enhanced lessons allowed students to practice language in context, making the learning process more intuitive and enjoyable.]]>
<![CDATA[Designing Culturally Responsive Language Curricula ]]>
<![CDATA[Muhammadiah, Mas’ud]]>;
<![CDATA[Chai, Nong]]>;
<![CDATA[Pao, Chai]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.730
<![CDATA[Language curricula often fail to address the diverse cultural backgrounds of learners, which can impact engagement and the effectiveness of language acquisition. In multicultural learning environments, culturally responsive curricula are essential to creating inclusive education that respects and integrates learners’ unique cultural experiences. This research aims to explore the design and implementation of culturally responsive language curricula that enhance learner engagement and improve language proficiency by aligning educational content with students’ cultural contexts. A qualitative research approach was employed, involving case studies of five educational institutions with diverse student populations. Data were collected through interviews with educators, curriculum developers, and students, as well as through analysis of existing curricula. The study examined how culturally relevant content and teaching methods were incorporated into language courses and evaluated their impact on student motivation, participation, and proficiency. The analysis also identified key strategies for designing culturally responsive curricula. The results indicated that integrating learners’ cultural backgrounds into the curriculum significantly improved engagement and language proficiency. Educators reported higher levels of student participation and motivation when the content reflected learners’ cultural identities and real-life experiences. Additionally, students showed greater retention of language skills when cultural relevance was emphasized in the learning process. ]]>
<![CDATA[Innovative Approaches to Assessing Language Proficiency in Digital Learning Environments ]]>
<![CDATA[Suryanti, Suryanti]]>;
<![CDATA[Sok, Vann]]>;
<![CDATA[Dara, Sokha]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.731
<![CDATA[The rapid advancement of digital technology has significantly impacted education, including language learning and assessment practices. Traditional methods of language proficiency assessment, which often rely on written tests, are no longer adequate to meet the needs of learners in digital learning environments. The emergence of digital tools and platforms provides new opportunities for more flexible, interactive, and personalized assessments that can capture a holistic picture of language proficiency. This research aims to explore innovative approaches to assessing language proficiency in digital learning environments, with a focus on integrating modern technologies such as artificial intelligence (AI) and machine learning into assessment practices. The study employs a mixed-methods approach, combining qualitative and quantitative data collection through surveys, interviews, and experimental implementation of digital assessment tools. Data is analyzed to evaluate the effectiveness of these tools in accurately assessing different dimensions of language proficiency, including speaking, listening, and writing skills. Results indicate that AI-powered assessments provide real-time feedback, promote learner engagement, and offer a more personalized learning experience. Additionally, digital environments enhance the authenticity of language tasks by simulating real-life communication scenarios. The conclusion of the study suggests that innovative digital approaches offer a more comprehensive and responsive assessment framework, aligning with the evolving needs of modern language learners. Future research should explore further refinement of these tools to ensure their accessibility and effectiveness across diverse learner populations.]]>
<![CDATA[The Role of Podcasts in Enhancing Language Learning ]]>
<![CDATA[Syafei, Muh]]>;
<![CDATA[Rahman, Rashid]]>;
<![CDATA[Anis, Nina]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.775
<![CDATA[In the digital age, podcasts have emerged as a versatile tool for language learning, offering accessible and engaging content for learners. Despite their growing popularity, there is limited empirical research on how podcasts specifically enhance language acquisition, particularly in diverse educational contexts. This study aims to address this gap by exploring the role of podcasts in improving language skills. This research investigates the effectiveness of podcasts in enhancing language learning outcomes, focusing on listening comprehension, vocabulary acquisition, and learner motivation. A mixed-methods approach was employed, combining quantitative pre- and post-tests with qualitative interviews. Participants included 120 intermediate-level language learners divided into experimental and control groups. The experimental group engaged with podcast-based activities over eight weeks, while the control group followed traditional methods. Data were analyzed using statistical software and thematic analysis. The findings revealed significant improvements in listening comprehension and vocabulary retention among the experimental group. Learners reported increased motivation and autonomy, attributing these gains to the flexibility and authenticity of podcast content. Podcasts are a valuable resource for language learning, fostering both linguistic and motivational benefits. Educators are encouraged to integrate podcasts into curricula to support diverse learning needs. ]]>
<![CDATA[Addressing Pronunciation Challenges in Diverse Language Classrooms ]]>
<![CDATA[Latifah, Nur]]>;
<![CDATA[Chai, Napat]]>;
<![CDATA[Chai, Som]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.776
<![CDATA[Pronunciation is a critical yet challenging aspect of language learning, particularly in diverse classrooms where learners come from varied linguistic backgrounds. Mispronunciations can hinder effective communication and reduce learners' confidence. Despite its importance, pronunciation instruction is often neglected in language curricula, leaving learners ill-prepared for real-world interactions. This study addresses this gap by exploring effective strategies to tackle pronunciation challenges in multilingual classrooms. The research aims to identify the most common pronunciation difficulties faced by learners in diverse language classrooms and evaluate the effectiveness of targeted instructional strategies in addressing these challenges. A mixed-methods approach was employed, combining quantitative pre- and post-tests with qualitative classroom observations and interviews. Participants included 150 learners from diverse linguistic backgrounds enrolled in an English as a Second Language (ESL) program. Targeted pronunciation exercises, including minimal pair drills and intonation practice, were implemented over a 12-week period. Data were analyzed using statistical software and thematic analysis. The findings revealed significant improvements in learners' pronunciation accuracy, particularly in stress patterns and vowel sounds. Participants reported increased confidence in speaking and greater awareness of their pronunciation errors. Classroom observations indicated that interactive and repetitive exercises were most effective in addressing pronunciation challenges. Targeted pronunciation instruction is essential for improving communication skills in diverse language classrooms.]]>
<![CDATA[Blended Learning Approaches in Language Instruction: A Comparative Study ]]>
<![CDATA[Dara, Sokha]]>;
<![CDATA[Vann, Rithy]]>;
<![CDATA[Pitri, Alisyah]]>;
<![CDATA[Nilfatri, Nilfatri]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.777
<![CDATA[Blended learning, which combines traditional face-to-face instruction with online learning, has gained significant attention in language education due to its potential to enhance flexibility and engagement. Despite its growing popularity, there is limited comparative research on the effectiveness of different blended learning models in language instruction. This study addresses this gap by examining the impact of various blended learning approaches on language learning outcomes. The research aims to compare the effectiveness of different blended learning models in language instruction, focusing on their impact on learner engagement, language proficiency, and satisfaction. It seeks to identify best practices for integrating online and face-to-face components to optimize language learning experiences. A mixed-methods approach was employed, involving 200 language learners divided into three groups, each experiencing a different blended learning model. Data were collected through pre- and post-tests, surveys, and focus group discussions. Quantitative data were analyzed using statistical software, while qualitative data were subjected to thematic analysis. The findings revealed that the flipped classroom model significantly improved learner engagement and language proficiency compared to other models. Participants in the flipped classroom group reported higher satisfaction levels and greater confidence in using the target language. However, all blended learning models showed positive outcomes, suggesting that the integration of online and face-to-face components enhances language learning.]]>
<![CDATA[Cultural Sensitivity in Language Education: Methods and Best Practices ]]>
<![CDATA[Aisyah, Aisyah]]>;
<![CDATA[Rocha, Thiago]]>;
<![CDATA[Silva, Pedro]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.778
<![CDATA[Cultural sensitivity in language education is essential for fostering inclusive and effective learning environments. Language learning involves not only acquiring linguistic skills but also understanding the cultural context in which language is used. However, many language education programs overlook the importance of cultural sensitivity, which can impact student engagement and comprehension. This research aims to identify effective methods and best practices for integrating cultural sensitivity into language education, enhancing both linguistic and intercultural competence among learners. A qualitative research approach was employed, involving case studies and interviews with 30 language educators from diverse educational institutions. Data was collected to explore educators’ experiences and strategies for incorporating cultural sensitivity into their teaching. The study also analyzed classroom practices to determine which methods were most effective in fostering cultural awareness. Thematic analysis was conducted to identify common practices and challenges faced by educators in implementing culturally sensitive teaching strategies. The findings reveal that integrating cultural sensitivity into language education leads to higher student engagement, deeper understanding of cultural context, and improved language proficiency. Best practices identified include the use of culturally relevant materials, facilitating discussions around cultural diversity, and encouraging students to share their own cultural backgrounds. Educators noted that these practices not only enhance language skills but also build students’ empathy and openness toward diverse cultures. This study concludes that culturally sensitive methods are essential for effective language education, providing students with the skills needed for meaningful intercultural communication. Future research should focus on developing scalable frameworks to support culturally sensitive teaching across varied educational contexts.]]>
<![CDATA[Strategies for Teaching Language to Students with Special Needs ]]>
<![CDATA[Nuryanti, Titik]]>;
<![CDATA[Lim, Sofia]]>;
<![CDATA[Tan, Ethan]]>;
<![CDATA[Purnama, Yulian]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.779
<![CDATA[Teaching language to students with special needs presents unique challenges, requiring tailored strategies to address diverse learning abilities and disabilities. Despite the growing emphasis on inclusive education, there is limited research on effective language teaching methods for this population. This study explores strategies for teaching language to students with special needs, focusing on their impact on language acquisition and engagement. The research aims to identify and evaluate effective strategies for teaching language to students with special needs, focusing on their impact on language proficiency, engagement, and inclusivity. It seeks to provide practical recommendations for educators to create supportive and effective learning environments. A mixed-methods approach was employed, involving 50 students with special needs and their teachers. Data were collected through classroom observations, teacher interviews, and pre- and post-tests to measure language proficiency. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using statistical software. The findings revealed that multisensory approaches, visual aids, and individualized instruction significantly improved language proficiency and engagement among students with special needs. Teachers reported that these strategies enhanced students' confidence and participation. However, challenges such as resource limitations and lack of training were also identified. Tailored strategies, such as multisensory approaches and individualized instruction, are effective in teaching language to students with special needs. Educators should prioritize inclusive practices and professional development to address challenges and enhance language learning outcomes.]]>
<![CDATA[Gamification in Language Learning: Strategies and Impacts ]]>
<![CDATA[Rachman, Azhariah]]>;
<![CDATA[Nishida, Daiki]]>;
<![CDATA[Liliani Husain, Desy Liliani]]>
<![CDATA[ Journal International of Lingua and Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiltech.v3i3.780
<![CDATA[The integration of gamification in language learning has gained significant attention due to its potential to enhance engagement, motivation, and learning outcomes. Despite its growing popularity, there is a need for a comprehensive analysis of effective strategies and their impacts on learners. This study addresses this gap by exploring how gamification can be strategically implemented in language education. This research aims to identify effective gamification strategies in language learning and evaluate their impacts on learner motivation, engagement, and proficiency. A mixed-methods approach was employed, combining a systematic literature review of 50 studies from Scopus-indexed journals (Q1 and Q2) with a quasi-experimental study involving 120 language learners. Data were collected through surveys, interviews, and pre-post proficiency tests. The findings reveal that gamification strategies such as point systems, leaderboards, and narrative-driven tasks significantly improve learner motivation and engagement. Additionally, learners exposed to gamified environments demonstrated a 20% higher proficiency gain compared to traditional methods. Gamification is a powerful tool in language learning, offering innovative ways to enhance educational outcomes. However, its success depends on the careful design and alignment of game elements with learning objectives.]]>
