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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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Unlocking AI's Potential in Language Learning: A Comparative Study of Adoption and Effectiveness in Indonesia and Arab Countries Fina Septia; Tamer Sa’ad Ibrahim Khodr; Abdullah; Nushrotul Ilah
Language, Technology, and Social Media Vol. 2 No. 1 (2024): June 2024 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v2i1.78

Abstract

This study examines the differences in the adoption and effectiveness of artificial intelligence (AI) in language learning between Indonesia and Arab countries. Using a quantitative comparative approach, data were collected from 200 educational institutions across both regions. The findings reveal significant disparities in AI adoption, with Arab countries showing a higher level of integration and effectiveness compared to Indonesia. This is attributed to better technological infrastructure, stronger policy support, and more comprehensive teacher training programs in Arab countries. In contrast, Indonesia faces challenges such as limited access to technology and less comprehensive AI integration, which impact the effectiveness of AI in enhancing language skills. The study suggests that for AI to deliver maximum benefits in language learning, a holistic approach is necessary, including investments in infrastructure, extensive teacher training, and fostering a more innovative educational culture. The findings provide valuable insights not only for Indonesia and Arab countries but also for other nations seeking to integrate AI into their educational systems.
Mobile-Assisted Language Learning through Interaction Applications: Analysis and Evaluation Eleftheria Alexiadou; Areti-Maria Sougari
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.v3i1.82

Abstract

Mobile-Assisted Language Learning (MALL) has become an integral component of contemporary language education, leveraging the ubiquity of mobile technologies to facilitate interactive learning beyond traditional settings. This study critically analyzes and classifies free, texting-based interaction applications, specifically HelloTalk and Linguado, assessing their features, pedagogical effectiveness, and user experiences through a mixed-methods design. Data were collected from twelve adult learners using judgmental evaluations, structured questionnaires, and semi-structured interviews. Results demonstrate that HelloTalk exhibits superior feature diversity, user engagement, and facilitation of cultural exchange compared to Linguado, positioning it as more effective for intermediate language learners. Nonetheless, both applications present challenges concerning user safety, technical stability, and informal learning constraints. The study contextualizes these findings within constructivist and communicative language teaching frameworks, underscoring the potential of interaction applications to enhance communicative competence and intercultural understanding. Recommendations include advancing user safety protocols and integrating sophisticated interactive elements such as AI-driven chatbots to augment pedagogical value. This research addresses critical gaps in MALL application evaluation, particularly for adult learners and non-English languages, contributing valuable insights for educators, developers, and policymakers in digital language education.
Harnessing Artificial Intelligence for ESL Assessments: Efficiency, Challenges, and Future Directions Seyed Reza Abedi; Farnaz Divanpour; Seyed Reza Molaee; Hailay Tesfay Gebremariam
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.v3i1.83

Abstract

The integration of Artificial Intelligence (AI) into English as a Second Language (ESL) assessments has revolutionized traditional practices by offering efficiency, accuracy, and personalized learning pathways. This study employs a mixed-methods approach to evaluate the effectiveness of AI tools, such as Grammarly, Duolingo, and Write & Improve, in improving ESL learners' proficiency across writing, reading, speaking, and listening skills. Quantitative findings from 150 learners show significant improvements in writing (16.6%) and reading (13.8%), while gains in speaking (5.4%) and listening (4.2%) remain modest, reflecting the limitations of AI in handling nuanced oral communication. Qualitative insights from 20 instructors reveal challenges, including algorithmic bias, cultural insensitivity, and concerns over data privacy. Despite these issues, AI tools are praised for reducing grading time and providing instant feedback. The study emphasizes the need for ethical guidelines, equitable access, and human oversight to address existing limitations and ensure inclusive educational outcomes. Additionally, it highlights the digital divide, where socio-economic disparities limit access to premium AI tools, exacerbating educational inequalities. By combining quantitative data with qualitative insights, this research provides a comprehensive understanding of AI's role in ESL education. It advocates for a balanced integration of AI, positioning it as a complementary tool that amplifies human expertise rather than replacing it. This study contributes to ongoing discussions on the ethical and practical implications of AI in education, offering recommendations for policymakers, educators, and developers to optimize its potential.
Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges Zohaib Hassan Sain; Hui Geng; Yumei Song
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.v2i2.98

Abstract

The education system in Pakistan faces challenges in effectively teaching English as a second language, prompting students to seek external support through coaching classes. This studyexplores the impact and implications of coaching classes on English language learning, examining their influence on academic performance and their emergence as a parallel education system. A mixed-method approach was adopted, utilizing surveys of 300 participants, in-depth interviews with 30 students, teachers, and parents, and classroom observations conducted in 10 schools and coaching centers. Quantitative analysis revealed that 75% of students attended coaching classes, with significant academic improvements in English performance noted for coached students compared to non-coached students (p < 0.05). Qualitative findings highlighted both the benefits and challenges: while coaching classes offer personalized attention and enhance exam preparation, they also impose a financial burden on families and reflect inadequacies in formal education. The study concludes that while coaching significantly enhances students’ English skills, it underscores the need for improvements within schools to provide more comprehensive language education. Addressing gaps in formal education could reduce over-reliance on coaching classes, ensuring more equitable access to language learning opportunities.
Deconstructing Students’ Language Identities On X: A Nigerian and Malaysian Case Study For Education Azidah Abu Ziden; Adu Emmanuel Ifedayo
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.v2i2.99

Abstract

This study investigated students’ language deconstruction and identities on X social media technology. The Gen Z’s and Big Data are currently in vogue, which affords this research to enquire using a quantitative methodology. Besides, the online data analytics consisting of the number of likes, repost and comments were gathered from the X social media. Nowadays, the social media acts as an online reservoir for internet data that are readily available for use. Learning analytics are records of students’ activities based on their engagement on social media. However, the respondents in this study were students randomly selected from a two-world perspective on X, consisting of Malaysian and Nigerian students. A detailed data analysis was conducted using the statistical package for social sciences (SPSS) and the results showed a recent decline of students’ engagement in educational discourse using indigenous languages on X. The recent decline was informed by this study’s data, which implies an imminent action is required to ensure the indigenous languages are protected from extinction. This study findings are significant to lecturers, policymakers, researchers and Government in ensuring that more language diversity issues are considered in this 21st century. This research likewise addressed the English language (L2) significance in educational discourse with a recommendation for the inclusion of more indigenous language option on X for diversity and equality purpose.
Sociocultural and Digital Communication Challenges in AI Adoption for Classroom Communication: Insights from Nigerian Colleges of Education Olafare Festus; Ogunrinbokun Bamidele Emmanuel
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.v3i1.115

Abstract

The integration of Artificial Intelligence (AI) in education offers transformative possibilities, particularly in enhancing classroom communication. However, its adoption remains uneven, especially in developing countries like Nigeria, where sociocultural, linguistic, and infrastructural barriers persist. This study investigates the adoption of AI-mediated communication among academic staff at the Federal College of Education (Technical) Akoka, Nigeria. A mixed-methods approach was employed, combining quantitative survey data from 200 respondents with qualitative insights to explore the extent of adoption, challenges encountered, and sociocultural influences. Results indicate that while 19.2% of respondents extensively use AI tools, a significant portion faces challenges such as inadequate funding (42.3%), limited technical expertise (15.4%), and infrastructural deficiencies (25%). Moreover, sociolinguistic issues, including the mismatch between AI tools and local languages, hinder effective communication. Resistance to change, rooted in traditional teaching norms, further complicates adoption. The study contributes by highlighting the interplay between sociocultural norms and technological resistance, offering a multidisciplinary perspective on AI integration in education. Recommendations include targeted professional development, infrastructure improvements, and the creation of culturally adaptive AI tools. These findings provide a replicable framework for enhancing AI adoption in similar educational contexts globally. Future research should explore longitudinal impacts of AI integration on teaching outcomes and develop policies addressing ethical considerations in AI usage. This study underscores the critical need for inclusive and localized AI solutions to bridge the technological gap in education.
Integrating Podcasting to Enhance Public Speaking and Pedagogical Excellence of Preservice Language Communication Teachers in Ilorin Public Universities Usman Abubakar; Aderonke Kofo Soetan; Hussaini Ibrahim
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.v3i1.117

Abstract

Public speaking is an essential skill for educators, yet many preservice language teachers struggle with anxiety, limited practice opportunities, and inadequate training. This study explores the integration of podcasting as a technology-enhanced tool to improve public speaking proficiency and pedagogical excellence among preservice language teachers in public universities in Ilorin, Nigeria. A descriptive survey research design was employed, involving 457 participants, with data collected through a validated questionnaire and analyzed using descriptive statistics. The results reveal generally positive attitudes towards podcasting as an educational tool, with participants reporting improvements in speech organization, audience engagement, and independent learning skills. However, challenges such as technical barriers, insufficient internet connectivity, and lack of training persist. Despite these limitations, podcasting demonstrated significant potential in reducing speaking anxiety, fostering digital literacy, and enhancing critical thinking skills. This study highlights podcasting as a flexible and innovative medium for addressing traditional challenges in public speaking education. It contributes to the growing body of knowledge on e-learning and educational media by demonstrating how podcasting can bridge the gap between theoretical knowledge and practical application, offering a scalable and inclusive solution for teacher education. Future research should explore long-term impacts and cross-cultural comparisons to further validate these findings.
Empowering Future Bilingual Educators: Integrating Trauma-Informed Approaches in Bilingual Teacher Education Shakiba Razmeh; Yolanda Salgado
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.v2i2.118

Abstract

The impact of trauma on children's social, emotional, and academic growth is profound, yet teacher preparation programs, particularly in bilingual and multicultural contexts, often lack comprehensive training in trauma-informed practices. This qualitative study investigates the integration of trauma-informed approaches into a bilingual teacher education course at a university in West Texas. The study included 59 undergraduate pre-service teachers enrolled in a course on bilingual and multicultural education. Data were collected through preliminary and concluding written interviews, alongside ongoing instructional interventions, including discussions, case analyses, and trauma-informed strategies. Initially, participants demonstrated a limited understanding of trauma, associating it primarily with extreme events such as accidents or death. Post-course assessments, however, revealed a broadened understanding, recognizing everyday traumas like poverty, bullying, and family instability. Findings suggest that integrating trauma-informed approaches significantly enhances pre-service teachers' ability to identify and apply practical strategies to support trauma-affected students. The study introduces the Trauma-Informed Bilingual Teacher Preparation Model, focusing on key components such as foundational trauma knowledge, recognizing trauma symptoms, culturally responsive teaching, creating supportive environments, and fostering teacher resilience. By embedding trauma-informed practices in teacher education, this model prepares future educators to cultivate compassionate, inclusive classrooms, particularly in bilingual and multicultural settings. The study emphasizes the importance of curriculum reform to equip teachers with the necessary skills to support both students' emotional well-being and academic success.
Language, Identity, and Ethics in AI-Driven Art: Perspectives from Human Artists in Digital Environments Aira Jenica Torres; Jasper Mareece C. Alberto; Angel Pearl J. Guieb; Ayessa DR. Paray; Joseph A. Villarama
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.v3i1.137

Abstract

The rise of artificial intelligence (AI) in the creative industries has sparked significant debates on its ethical, economic, and sociocultural implications. This study delves into the narratives of human artists grappling with the advent of AI-generated art, focusing on its impact on creativity, cultural identity, and the artistic community. Employing a qualitative phenomenological approach, the research gathered insights from eight artists through in-depth semi-structured interviews. Thematic analysis revealed three key concerns: economic challenges such as job displacement and income instability, ethical dilemmas surrounding originality and copyright, and the devaluation of human creativity. Despite these challenges, artists expressed diverse responses to AI, ranging from fear of obsolescence to embracing AI as a tool for collaboration and innovation. Further, the study examines the role of AI in reshaping digital communication patterns and how it influences the sociocultural dimensions of art in digital media environments. Findings highlight the duality of AI as both a threat and a creative partner, underscoring the urgent need for ethical guidelines and regulatory frameworks to address these challenges. This research contributes to the broader discourse on AI’s role in shaping creative industries and cultural authenticity, advocating for a balanced integration of AI that preserves the irreplaceable value of human creativity and identity.
EQUAL AI: A Framework for Enhancing Equity, Quality, Understanding and Accessibility in Liberal Arts through AI for Multilingual Learners Amin Davoodi
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.v2i2.139

Abstract

The integration of artificial intelligence (AI) into liberal arts education offers a transformative opportunity to address the diverse needs of multilingual and multicultural learners. Consequently, this study introduces the EQUAL AI framework (Enhancing Equity, Quality, Understanding, and Accessibility in Liberal Arts through AI), a structured approach to utilizing AI to foster inclusion and innovation in liberal arts pedagogy. The framework identifies five key domains: linguistic support, cultural representation, creative expression, critical thinking, and collaborative learning. Additionally, the study underscores the necessity of systemic support, particularly through professional development programs that equip educators with technical proficiency, ethical awareness, and the ability to critically assess AI tools. By tackling challenges such as algorithmic bias, data privacy, and the digital divide, the study advocates for culturally responsive policies and inclusive practices. The EQUAL AI framework envisions liberal arts education as a space for equitable participation and cultural understanding, positioning AI as a tool to enhance rather than replace humanistic pedagogy, ensuring its relevance in a technology-driven, interconnected world.

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