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Journal of Language, Literature, Social and Cultural Studies
ISSN : -     EISSN : 29864461     DOI : https://doi.org/10.58881/jllscs
Journal of Language, Literature, Social and Cultural Studies (JLLSCS) is an international peer reviewed and open access journal in the studies of language, literature, social and culture. The aim is to publish conceptual and research articles that explore the application of any language studies, literature studies, social studies and cultural studies, including 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. JLLSCS covers, refers to and or is under the Field of Sciences: [51802] SOCIAL SCIENCES - Behavioural and Cognitive sciences -- Linguistics; [62022] HUMANITIES - Language and Culture -- Literature Studies; [62201] HUMANITIES - Language and Culture -- Language Studies; [62204] HUMANITIES - Language and Culture -- Other Language and Culture. The scope of journal: 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.
Articles 121 Documents
Can quantity of technology use and Efl teachers’ teaching experience determine student engagement in language education? A quantitative replication and extension study Betül Yoldaş
Journal of Language, Literature, Social and Cultural Studies Vol. 4 No. 2 (2026): July 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v4i2.478

Abstract

The present quantitative research was intended to be written to replicate and extend a previous qualitative study by Yoldaş (2026) to make its results reliable and systematic through multiple linear regression analysis. Previous study focused on EFL teachers’ own technology use and its impact on their students’ engagement. Using JAMOVI software, previous results were transformed into numerical data with this study. A multiple linear regression analysis was administered to explore whether technology use frequency and teachers’ teaching experience had an effect on student engagement. Subsequent to data analysis, it was found that both variables had negative impact on student engagement in language education, proving that instead of focusing on teachers’ technology use frequency, quality of education should be taken into consideration to improve education. Even though pilot study limited the reliability and generalizability of the outcome due to its nature, the study gave insightful outcome for contemporary language teaching with statistical data.

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