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Muhammad Aridan
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Language, Technology, and Social Media
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30267196     DOI : https://doi.org/10.70211/ltsm
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Language Technology and Social Media is a peer-reviewed journal dedicated to the publication of high-quality research findings in the field of language technology and social media without implicit limitations. All publications in Language Technology and Social Media are freely accessible enabling articles to be available online without any subscription. Language Technology and Social Media is an open access journal fully referenced exclusively published online since 2023. The journal is issued two times a year. The purpose of this journal is to disseminate research results to educators researchers and practitioners in the language field concerning issues related to technology and language education. The focus of Language Technology and Social Media goes beyond technology itself rather it centers on matters concerning language learning language teaching and how these aspects are influenced or enhanced by the use of digital technology and social media. Language Technology and Social Media is overseen by an editorial board comprising experts in the fields of language technology and social media studies. Language Technology and Social Media is professionally managed by Wise Pendidikan Indonesia to assist academics researchers and practitioners in disseminating their research results. Language Technology and Social Media has been an academic platform for authors editors and reviewers from many countries. The editorial team of the journal is committed to maintain the geographical diversity of contributors to enhance the journals quality.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 118 Documents
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The Impact of Social Media on Standard Indonesian Language Competency: A Comparative Analysis Across Age and Educational Levels Ikah Listiani; Nurhayati Djahadah; Nadia Putri Fatimah
Language, Technology, and Social Media Vol. 1 No. 2 (2023): December 2023 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v1i2.50

Abstract

The rapid proliferation of social media has significantly influenced the use of the Indonesian language, particularly in the erosion of standard language norms. This study investigates the impact of social media on the usage of standard Indonesian across various age groups and educational levels. Using a mixed-methods approach, data were collected through content observation on popular platforms such as Instagram, Twitter, and Facebook, complemented by in-depth interviews and a comprehensive literature review. The findings reveal a notable shift towards informal language use, characterized by slang, acronyms, and loanwords from English, particularly among younger and less-educated users. This research identifies a negative correlation between the frequency of social media usage and adherence to standard language rules, with significant variations observed across different demographics. The study also proposes strategic interventions, such as digital literacy programs, to preserve and promote the use of standard Indonesian in the digital era. These insights contribute to understanding the evolving dynamics of language in the context of social media and provide a foundation for formulating relevant language policies and educational strategies in Indonesia.
Decoding Silence in Digital Cross-Cultural Communication: Overcoming Misunderstandings in Global Teams Daryoosh Hayati; Shriya Sinha
Language, Technology, and Social Media Vol. 2 No. 2 (2024): December 2024 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v2i2.60

Abstract

This study investigates the role of silence in digital cross-cultural communication, emphasizing its potential for misinterpretation due to cultural differences and the absence of non-verbal cues. Silence, often perceived differently across high- and low-context cultures, plays a crucial role in conveying emotions and intentions. In digital spaces, the lack of immediate feedback and non-verbal richness increases the complexity of silence interpretation. This research employs a comprehensive literature review to explore how silence is used in virtual communication platforms like Zoom and Slack and its impact on global teams. The study analyzes various existing research on silence in intercultural communication and digital communication tools. Key findings reveal that silence in high-context cultures, such as Japan and China, is seen as reflective and respectful, while in low-context cultures like the United States, it is often interpreted negatively, leading to miscommunication. Furthermore, the absence of non-verbal cues in digital environments exacerbates these misunderstandings. The study also explores the potential of emerging technologies like artificial intelligence (AI) to mitigate these communication barriers by detecting and interpreting silence more effectively. The results underscore the need for cultural sensitivity in virtual teams and highlight the limitations of current AI tools in understanding cultural nuances. This research contributes to the ongoing discourse on improving intercultural communication in digital settings, offering practical implications for global teams and suggesting future directions for AI integration in digital communication platforms.
How Do Trauma and Identity Unfold Through Dialogue? A Psychoanalytic and Linguistic Analysis of Netflix's Slasher Solstice Fajar Nadeem; Seemab Jamil Ghouri
Language, Technology, and Social Media Vol. 2 No. 2 (2024): December 2024 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v2i2.64

Abstract

This study aims to explore the relationship between trauma, desire, and identity through language patterns in the Netflix series Slasher: Solstice. Using a psychoanalytic and linguistic analysis approach, the research delves into how characters' dialogues and speech styles reflect their psychological states, particularly in confronting past traumas. The study employs a qualitative method with observational analysis of the interactions and dialogues of the main characters within the series. The results reveal that speech patterns, word choice, and intonation provide deep insights into the characters' psychological conditions. For instance, the character Connor displays aggressive and fragmented speech patterns as a defense mechanism against trauma, while the character Sadia exhibits emotional control through structured and formal language. This research offers a new perspective by combining psychoanalytic and linguistic approaches to understand character development within the horror genre. The analysis reveals that shifts in language style, as the narrative unfolds, indicate a transformation in the characters' identities, increasingly shaped by trauma and internal conflict.
Challenges and Strategies in Translating English Collocations into Kurdish: A Linguistic Approach Zana Hama Amin
Language, Technology, and Social Media Vol. 1 No. 2 (2023): December 2023 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v1i2.67

Abstract

This study examines the challenges faced by Kurdish EFL learners in translating English collocations and explores strategies to enhance their translation competence. Using a mixed-methods approach, the research involved 20 fourth-year students from the University of Sulaimani, who were tested on their ability to translate 16 English collocations across six structural types: noun + noun, adjective + noun, verb + noun, verb + adverb, adverb + adjective, and noun + verb. The findings reveal a significant difficulty in translation, with only 35.31% of responses being correct. Students performed best in verb + adverb (90% accuracy) and noun + verb (75% accuracy) combinations, while adjective + noun (30%) and verb + noun (12.5%) collocations posed the greatest challenges. Qualitative analysis identified three primary issues: reliance on literal translation, cultural mismatches, and structural misalignment between English and Kurdish. For example, collocations like "dry voice" and "pay a visit" were often mistranslated due to differences in cultural and syntactic norms. The study highlights the importance of explicit collocation instruction, cultural awareness training, and the development of bilingual resources to address these challenges. This study contributes novel insights into the linguistic and cultural factors affecting collocation translation and provides practical recommendations for enhancing Kurdish EFL learners' proficiency. These findings are significant for educators, linguists, and policymakers in developing curricula that prioritize collocational competence and cultural understanding in language education.
Integrating Training Pills and Flipped Classroom Model to Enhance B2-Level Writing Skills in EFL Learners: A Quasi-Experimental Study Jose Maria Felix Martinez; Nadia Safeer; Lubna Choudhry; Mohammed H. Alaqad
Language, Technology, and Social Media Vol. 2 No. 2 (2024): December 2024 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v2i2.68

Abstract

Writing proficiency, especially at the B2 level in English as a Foreign Language (EFL), poses challenges for learners, necessitating mastery of various competencies, including linguistic accuracy and content organization. This study investigates the effectiveness of integrating "training pills" into the Flipped Classroom model to enhance B2-level writing skills. The research adopts a quasi-experimental design conducted over two academic years (2020-2022) in Seville, Spain. The sample consists of 120 high school students, with the experimental group using training pills (short audiovisual lessons), while the control group follows traditional instruction. Pre- and post-tests measured the improvement in writing skills, supplemented by questionnaires assessing satisfaction and engagement. Quantitative data analysis revealed that the experimental group improved by 34.4%, significantly outperforming the control group (11.8%). Qualitative feedback highlighted the accessibility and engagement benefits of the training pills, particularly their role in improving students' organizational and communicative success in writing. The study concludes that training pills, when integrated into a Flipped Classroom model, effectively enhance B2 writing acquisition by providing flexible and self-paced learning opportunities. These findings have significant implications for technology-enhanced learning and offer practical insights for educators seeking to optimize writing instruction for EFL learners.
Exploring the Effect of Social Accommodation and Informal Input in Second Language Acquisition Borendra Lal Tripura; Risala Ahmed; Prodhan Mahbub Ibna Seraj
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.69

Abstract

Accommodation and input both are essential parts of acquiring a second or first language. This study examined the effect of social accommodation and informal input in acquiring a second language in two different contexts namely Bangladeshi and Thai contexts. For obtaining the purpose of the research objectives, the researchers employed a qualitative case study design through observation and interview of two six grader Thai students and three Bangladeshi first-year students of tertiary level. This study employed the lens of input hypothesis and speech accommodation theory to achieve the objectives. The results found that besides the formal schooling system, some other underlying factors might have enhanced the learners’ L2 acquisition. The factors are categorized as informal comprehensible input and social accommodation. The twofold resources at home played two different roles. TV, the Internet, newspapers, magazines, movies, music, books of stories, and comics all have provided them with comprehensible inputs. In parallel, parental care, and participation in conversation with parents, relatives, teachers, peers, and other interlocutors in the society, school environment, and social setting provided informal social accommodation. Based on the findings, this study will provide some insights and recommendations for teachers, students, and policymakers.
Emily Brontë’s Wuthering Heights in EFL Classroom: Writing Skills Focus Rukaiya Akter Mukta; Md. Shahjahan Kabir; Farhana Yeasmin
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.70

Abstract

Integrating literature into language learning can prove to be a highly effective tool in an English as a Foreign Language (EFL) classroom. This is because a literary text encompasses various features related to language and linguistics. The exploration and utilization of these features in a language classroom can significantly advance students’ language skills, as literature leaves a lasting impact on their minds. Literature serves the dual purpose of entertaining and educating learners. Emily Brontë’s Wuthering Heights is an excellent source of different sentence patterns, rhetorical devices, idiomatic expressions, anaphoric and cataphoric references, ellipses, etc. Delving into the teaching and learning of these aspects can effectively enhance students’ writing skills. Traditionally, literary texts are taught with a focus on thematic and philosophical aspects, often neglecting linguistic elements. This study addresses and deconstructs these overlooked linguistic aspects, examining the practicality of incorporating novels into the EFL classroom. The study specifically aims at unveiling the role of Emily Brontë’s novel, Wuthering Heights, in English language learning, with a focus on how the novel can be employed as a valuable tool to advance students’ writing skills. The findings of this article may pave the way for a reconsideration of EFL syllabi, advocating the inclusion of literary texts as potential resources for developing students’ writing proficiency.
Decoding Patriarchy and Female Identity The Misrepresentation of Rosie in "The Guide" Md.Naimur Rahman; Md. Jobaar Talukder
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.75

Abstract

This study reinterprets the character of Rosie in R.K. Narayan’s The Guide through a feminist lens, addressing how patriarchal values shape her misrepresentation and the tendency to blame her for Raju’s downfall. In Indian society, women’s identities are often overshadowed by restrictive cultural norms, and female agency is frequently misconstrued as self-serving or morally flawed. This study critically examines Rosie’s role within the novel, challenging traditional readings that view her as an opportunist rather than a woman asserting her independence within an oppressive environment. Utilizing a mixed-method approach, this study combines qualitative textual analysis with survey data gathered from university scholars to assess public perceptions of Rosie’s character. This dual approach reveals how deeply ingrained patriarchal ideologies shape cultural and literary judgments, often clouding objective assessments of female agency. Results indicate that many readers still interpret Rosie’s actions through a lens tainted by cultural bias, reflecting a broader societal reluctance to accept independent women who break from prescribed roles. By emphasizing a more balanced understanding, this study advocates for interpretations that appreciate the complexity of female characters and recognize their agency within literature shaped by patriarchal contexts. Contributing to the field of feminist literary criticism, this study underscores the need for inclusive and informed perspectives that challenge entrenched gender biases. Ultimately, this study provides a critical framework for future research on gender representation in literature, encouraging scholars to question cultural assumptions and explore how literary interpretations can evolve to promote gender equity in global narratives.
Leveraging Social Media Platforms to Enhance Students' English Proficiency: A Comprehensive Analysis Seyed Reza Abedi; Salomeh Elahi
Language, Technology, and Social Media Vol. 1 No. 2 (2023): December 2023 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v1i2.76

Abstract

This study aims to examine the use of social media as a medium to enhance students' understanding of English, while also exploring the challenges, particularly the distractions caused by entertainment content. The method used in this research is qualitative with a literature review approach, analyzing various relevant literature, scholarly articles, and previous studies to investigate the impact of social media on English learning. The results show that social media platforms such as YouTube, TikTok, and Instagram provide wide access to educational content that helps students improve their English skills, including listening, speaking, grammar, and vocabulary. However, social media also presents a significant distraction risk, where students tend to be diverted to entertainment content rather than learning. This phenomenon is explained through various theories, such as Social Learning Theory, Cognitive Load, and Self-Regulated Learning. The study concludes that while social media holds great potential in supporting English learning, more directed strategies are needed to manage its use to maximize benefits and reduce the risk of distraction. Utilizing distraction control features, time management, and developing students' self-regulation skills are identified as key factors in enhancing the effectiveness of learning through social media.
Consonantal Variation of Hindi-Urdu Loanwords in Standard English: A Phonological Analysis Bairam Khan; Mohammad Asad; Mahboob Zahid
Language, Technology, and Social Media Vol. 2 No. 2 (2024): December 2024 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v2i2.77

Abstract

This study explores the complex phonological transformations involved in adapting Hindi-Urdu loanwords into Standard English. Examining a corpus of approximately 300 loanwords, this research identifies systematic phonological changessuch as deaspiration, devoicing, deretroflexion, and deuvularizationthat align these borrowed words with English phonotactic norms. For instance, Hindi-Urdu aspirated sounds typically lose aspiration in English, while retroflex consonants shift to alveolar positions, reflecting the structural requirements of English phonology. These transformations underscore the adaptability of Hindi-Urdu phonemes in response to English phonetic constraints, facilitating smoother integration into the English sound system. Additionally, deviations from expected patterns, or “misiterations,”reveal the influence of perceptual and sociolinguistic factors that add complexity to the adaptation process. By focusing on consonantal changes specifically, this study fills a gap in the literature on phonological adaptation in cross-linguistic contexts, particularly between Indo-Aryan and Germaniclanguages. The findings provide a detailed view of consonantaladjustmentsthat occur in loanwords, enhancing our understanding of language contact dynamics. This research also suggests new interdisciplinary avenues for exploring phonological adaptation by incorporating cognitive and sociolinguistic perspectives to further analyze the complexities of loanword integration.

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