TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL)
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) is an international peer reviewed and open access journal in literature and 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, language teachers, researchers, practitioners, graduate students and policy makers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts. All articles published in this journal should be in English. The scope of journal covers assessment and testing in language learning and education; applied linguistics methodologies and issues; classroom language teaching issues; 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, also discussing topics on the area of language for specific purposes.
Articles
83 Documents
<![CDATA[THE IMPACT OF GENDER ON LANGUAGE LEARNING MOTIVATION AND ATTITUDES ]]>
<![CDATA[Aswad, Muhammad]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 3 (2022): MAY ]]>
Publisher : <![CDATA[Transpublika Publisher ]]>
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DOI: 10.55047/transtool.v1i3.1361
<![CDATA[This research highlights the importance of understanding how gender affects students' motivation and attitudes in learning English, especially in an era of globalization that increasingly demands foreign language skills. In this context, the research method used is a literature study, in which various sources and previous research are analyzed to understand related trends and patterns. The results show that there are significant differences between male and female students in terms of motivation and attitude towards learning English. In particular, female students show higher integrative motivation, which means they are more driven to learn English as part of their personal identity and to interact with communities that use the language. In addition, their positive attitude towards learning English was more prominent compared to male students. These findings point to the importance of designing teaching strategies that are sensitive to gender differences, with the aim of creating an inclusive and supportive learning environment for all students, regardless of their gender. These strategies could include more personalized and adaptive approaches, which take into account the needs and motivations of individual students, so that the learning process becomes more effective and equitable.]]>
<![CDATA[THE IMPACT OF GAME-BASED LANGUAGE LEARNING APPS ON STUDENT ENGAGEMENT AND PROFICIENCY ]]>
<![CDATA[Putera, Zulmy Faqihuddin]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 3 (2023): MAY ]]>
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DOI: 10.55047/transtool.v2i3.1362
<![CDATA[Increasing student engagement and proficiency in the learning process is an important focus in education. One of the efforts made to achieve this goal is by utilizing game-based learning applications. This study aims to analyze the impact of using game-based learning media on student engagement and proficiency. The research method used is an experiment using independent sample t-test to analyze the data obtained from two groups of students, namely the experimental group that uses game-based applications and the control group that does not use these applications. The results showed that there was a significant difference in student engagement and proficiency between the two groups. Students who used the game-based application showed higher levels of engagement and proficiency compared to students who did not use the application. The implications of this study suggest that the use of game-based learning apps can be an effective strategy in improving student engagement and proficiency.]]>
<![CDATA[INTEGRATING INTERCULTURAL COMMUNICATION SKILLS INTO THE LANGUAGE CURRICULUM: A LITERATURE REVIEW ]]>
<![CDATA[Ulfa, Farida]]>;
<![CDATA[Nurcahyani, Sulis Rizkyka]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 4 (2022): AUGUST ]]>
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DOI: 10.55047/transtool.v1i4.1363
<![CDATA[There is an increasing need for cross-cultural communication skills in the era of globalization, where language mastery alone is not enough without cultural understanding. The purpose of this study is to identify effective strategies to incorporate intercultural communication skills in language learning so that students are not only proficient in language but also able to understand and adapt to different cultures. The methods used in this research are literature review and analysis of existing curriculum in several educational institutions. The results show that integrating intercultural communication skills in the language curriculum can improve students' understanding of the cultural context in language use and encourage the creation of a more inclusive and dynamic learning environment. The implications of this study emphasize the need for curriculum adjustments to be more holistic, covering linguistic and cultural aspects, as well as the importance of training for teachers in implementing this approach.]]>
<![CDATA[PROMOTING INTERCULTURAL COMMUNICATION AND UNDERSTANDING IN DIVERSE LANGUAGE LEARNING ENVIRONMENTS ]]>
<![CDATA[Wirentake, Wirentake]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 4 (2022): AUGUST ]]>
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DOI: 10.55047/transtool.v1i4.1364
<![CDATA[As we move more and more towards a world that is globalized, it has become increasingly important for people in different cultures to communicate well together; this is particularly urgent in language classes. This research seeks to identify mechanisms through which students from various nations can interact in a way that fosters intercultural understanding. The study incorporates both qualitative data obtained from interviews and an analysis of relevant literature utilizing mixed methods research techniques. The major findings indicate that incorporating intercultural competence into language instruction can greatly enhance learner’s empathy, adaptability and cultural awareness. Such skills are vital while navigating multicultural interactions and ultimately help students become better world citizens. The study emphasizes the need to integrate intercultural communication training in language programs to create more inclusive and peaceful learning spaces.]]>
<![CDATA[THE ROLE OF LANGUAGE IN SHAPING INTERGROUP RELATIONS: FOSTERING HARMONY IN MULTICULTURAL SOCIETIES ]]>
<![CDATA[Yuliasari, Ulfa]]>;
<![CDATA[Sari, Mella Mutika]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 4 (2022): AUGUST ]]>
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DOI: 10.55047/transtool.v1i4.1365
<![CDATA[According to the literatures, language plays an important role in intercultural relationships in a multi-racial society. The research focuses on inclusive and respectful use of language as avenues to break down the civilizational gaps. The paper demonstrates that language is instrumental in enhancing mutual understanding, trust and social harmony. A literature review together with qualitative analysis is employed to show how effective and inclusive it is at bridging divisions between different people through which they collaborate. It also explores the barriers created by language differences that can carry on segregation among groups. This shows that for peaceful co-existence and multicultural societies, inclusive communication practices ought to be promoted.]]>
<![CDATA[TEACHING CULTURALLY RESPONSIVE PEDAGOGY IN MULTILINGUAL CLASSROOMS: VALUING LINGUISTIC AND CULTURAL DIVERSITY ]]>
<![CDATA[Putera, Zulmy Faqihuddin]]>;
<![CDATA[Akid, Akid]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 4 (2022): AUGUST ]]>
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DOI: 10.55047/transtool.v1i4.1366
<![CDATA[Multilingual and multicultural classrooms have become a significant challenge for educators due to increasing cultural and linguistic diversity. The purpose of this study is to explore the importance and methods of implementing culturally responsive pedagogy in multilingual classrooms. The study used a descriptive literature research approach to explore the importance and methods of implementing culturally responsive pedagogy in multilingual classrooms. The finding reveal that acknowledging and valuing linguistic and cultural diversity in education not only enriches the learning environment but also prepares students to thrive in a global society, making it essential for educators to embrace culturally responsive pedagogy as a fundamental practice in their teaching. By fostering an inclusive atmosphere that respects and celebrates differences, educators can enhance students' sense of belonging and self-efficacy, which research has shown is crucial for fostering engagement and motivation across diverse populations in multilingual settings, ultimately resulting in improved academic performance and holistic well-being.]]>
<![CDATA[INTEGRATING TECHNOLOGY INTO LANGUAGE TEACHING: BEST PRACTICES AND EMERGING TRENDS ]]>
<![CDATA[Indrastana, Nodistya Septian]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 4 (2022): AUGUST ]]>
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DOI: 10.55047/transtool.v1i4.1368
<![CDATA[The rapid advancements in technology have transformed the landscape of language teaching, presenting new opportunities and challenges for educators. As educators seek to enhance the effectiveness of language instruction, the integration of technologies such as digital resources and online platforms has become essential in fostering student engagement and promoting language competence. The purpose of this study was to examine the integration of technology into language teaching by exploring the literature on the use of technology in English as a Foreign Language learning. Drawing on a comprehensive literature review, the researchers adopted a descriptive qualitative approach to gain insights into how EFL students perceive and engage with the use of technology in their language learning. This investigation aimed to uncover the benefits, challenges, and emerging trends associated with incorporating digital tools and resources into EFL curricula, ultimately informing best practices for the effective integration of technology to support and enhance language acquisition. The adoption of innovative digital tools not only caters to diverse learning styles but also enhances interaction and understanding among students, ultimately leading to a more immersive learning experience in the language classroom.]]>
<![CDATA[TOWARDS A NEW ERA OF LANGUAGE LEARNING: PREDICTING TRENDS AND CHALLENGES OF AI INTEGRATION IN THE FUTURE ]]>
<![CDATA[Madjid, Abd.]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 1 (2022): NOVEMBER ]]>
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DOI: 10.55047/transtool.v2i1.1369
<![CDATA[The rapid advancements in Artificial Intelligence (AI) technology have significantly transformed the landscape of language learning. This paper explores the integration of AI-driven tools, such as intelligent tutoring systems and chatbots, in providing personalized learning experiences and tailored feedback that cater to individual learner preferences. The study employs a descriptive qualitative approach, reviewing existing literature to assess both the potential benefits and challenges posed by AI in language education. Key findings reveal that while AI can enhance engagement and learning outcomes, it also raises important ethical concerns related to data privacy and the necessity for adequate teacher training. The conclusions emphasize the need for a balanced and ethical approach in adopting AI technologies to ensure they effectively support both educators and learners in the evolving educational environment.]]>
<![CDATA[TASK-BASED LANGUAGE LEARNING: IMPLEMENTING A TASK-SUPPORTED SYLLABUS ]]>
<![CDATA[Megawati, Fika]]>;
<![CDATA[Alwiyasa, Rahmatul Khalik]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 1 (2022): NOVEMBER ]]>
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DOI: 10.55047/transtool.v2i1.1370
<![CDATA[Task-Based Language Teaching has emerged as an innovative approach to language learning, emphasizing the use of meaningful tasks to facilitate language acquisition. This method not only fosters engagement among learners but also caters to their specific needs and proficiencies, thereby promoting a more dynamic and effective learning environment. The study employed a qualitative research design utilizing semi-structured interviews to gather data on learners' experiences and outcomes associated with task-based activities. Participants comprised language learners from diverse backgrounds who engaged in a variety of task-based activities designed to reflect their linguistic needs and cultural contexts. The findings showed that students generally found the task-based activities engaging and relevant to their language learning needs, as the tasks often mirrored real-life situations, which increased their motivation and facilitated a deeper understanding of language use in authentic contexts. The incorporation of such authentic tasks not only enhanced the learners' motivation but also encouraged the transfer of skills to real-world communication scenarios, demonstrating the critical link between task relevance and communicative competence among language learners.]]>
<![CDATA[PROJECT-BASED LEARNING IN THE LANGUAGE CLASSROOM: ENGAGING LEARNERS IN AUTHENTIC LANGUAGE USE ]]>
<![CDATA[Hamidah, Fitria Nur]]>;
<![CDATA[Pinkan, Friska Nabilla]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 1 (2022): NOVEMBER ]]>
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DOI: 10.55047/transtool.v2i1.1371
<![CDATA[Project-based learning is a valuable instructional approach that can promote the simultaneous development of language, content, and skills in academic EFL classrooms. By enabling students to engage in real-world projects, this approach not only transforms the dynamics of the classroom but also empowers learners to take ownership of their learning experiences, ultimately fostering higher levels of academic literacy and critical thinking skills in language acquisition. This study explored the impact of project-based learning on language skills and academic performance in ESL classrooms. The researchers used a combination of classroom observations, student surveys, and work sample analysis. The findings show that project-based learning significantly improved students' language proficiency, critical thinking, and engagement. Students reported being more motivated and having a deeper understanding of the language, as they could apply their knowledge to real-world situations.]]>
