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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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Meme-ingful Actions: Uncovering the Influence of Political Memes on Leadership Performance and Values Formation Nicole Andrea G. Matias; Prince Henderson D. Bartolome; Samantha Louise R. Carreon; Franz Marielle L. Tallara; Joseph A. Villarama
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.v2i2.141

Abstract

Political memes circulate all over the digital world, exerting a profound influence on the political engagement of leaders. This study focused on identifying the influence of political memes on the political engagement of college student-leaders and explored the subsequent effects on their leadership performance and values formation. Grounded on Bandura’s Social Learning Theory, this phenomenological study interviewed with ten open-ended questions, 15 college student-leaders (CSLs) from Central Luzon State University, Philippines. The data gathered underwent through Colaizzi’s thematic analysis and were verified through data cross-checking. Results revealed that political memes have a significant influence on the opinion of student-leaders in the digital media, serving as one of the motivators for CSLs’ engagement in political movements and activities. Despite the condensed information of memes, their widespread scope and entertainment mobilizes political discourse across social media. Thus, social media plays a crucial role in guiding leaders’ political involvement, highlighting the importance of digital literacy in educating leaders for future generations. CSLs’ interest in media entertainment and collective action reflects in the influence of political memes, shaping discourse and mobilizing peers, as a humorous and informative medium for driving societal change and directing political movements.
Social Media as a Digital Communication Tool for Academic Library Marketing: A Systematic Literature Review Wathsala Athukorala; Chaminda Chiran Jayasundara
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.v3i1.164

Abstract

This systematic literature review explores the role of social media as a digital communication tool in academic library marketing, synthesizing findings from 18 studies published between 2014 and 2024 across Web of Science, Scopus, and Emerald Premier. The analysis identifies key trends, strategies, challenges, and future directions, revealing that while social media is widely acknowledged for enhancing user engagement and institutional outreach, its implementation remains inconsistent. Challenges such as insufficient strategic planning, limited staff training, and low user engagement hinder effective utilization. The review underscores the importance of user-centred strategies, targeted communication, and linguistic adaptability including politeness strategies and register variation to optimize digital outreach. A proposed Social Media Marketing Engagement Model (SMMEM) offers a structured framework for libraries to align content with user needs, leverage analytics, and foster community interaction. Despite growing recognition of social media’s potential, gaps persist in evidence-based models and sociocultural considerations. Future research should prioritize developing metrics for evaluating engagement, comparative studies across diverse contexts, and training programs to enhance staff competency. By addressing these challenges, academic libraries can strengthen their digital presence, improve marketing efficacy, and adapt to evolving user expectations in the post-pandemic landscape. 
The Impact of AI-Driven Tools on Foreign Students’ Chinese Language Acquisition: A Case Study at Southwest University Muhammad Arif; Aneta Ismail; Muhammad Aqib; Mirajur Rhaman Shaoan; Wazir Ali; Miracle Uzochukwu Okafor
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.v3i1.165

Abstract

This study explores the use of AI-powered tools such as language learning applications, chatbots, adaptive learning systems, and speech recognition software in the context of Chinese language acquisition by international students. Using a qualitative phenomenological approach, the study investigates how fifteen international students at Southwest University engaged with these tools, the challenges they encountered, and how such technologies shaped their linguistic development and cultural integration. Data were gathered through semi-structured interviews, focus group discussions, and reflective journals, and were analyzed thematically. The findings indicate that 80% of participants reported improved speaking confidence, 75% experienced enhanced listening comprehension, and 85% found chatbot-based interactions engaging. However, 65% of students noted insufficient cultural immersion and contextual learning in AI tools. Based on these insights, the study recommends integrating culturally immersive features such as virtual simulations and role-play into AI systems. It concludes that while AI tools can personalize and accelerate language acquisition, their impact can be maximized when aligned with cultural learning, supporting not only proficiency but also meaningful intercultural communication.
Betwixt and Between: A Narrative Inquiry into EFL Pre-Service Teachers’ Identity Negotiation and Borrowed Agency in Vietnam Hoai Thi Thu Nguyen; Hue Thi Trinh Tran
Language, Technology, and Social Media Vol. 4 No. 3 (2026): July–September 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.696

Abstract

This qualitative narrative inquiry examined how three Vietnamese EFL pre-service teachers negotiated professional identity during an eight-week teaching practicum. Three final-year students were purposively selected from twelve eligible candidates to represent varied linguistic and educational backgrounds. Data comprised nine semi-structured interviews, twenty-four weekly narrative frames, and participant-selected artifacts, interpreted through Clandinin and Connelly’s three-dimensional narrative space. Chronological restorying followed by cross-case analysis revealed that the practicum operated as a liminal environment in which professional agency was provisional and mentor-dependent. Lan and Vy strategically complied with mentor expectations when communicative or technology-mediated pedagogies conflicted with exam-oriented routines and hierarchical evaluation. By contrast, Minh experienced the same structure as a protective scaffold that reduced anxiety about linguistic legitimacy and validated his grammar-focused identity. The findings refine the concept of borrowed agency by showing that constrained autonomy is not experienced uniformly; its meaning depends on trainees’ prior pedagogical orientation and linguistic confidence. In comparable EFL teacher-education contexts, structured mentor training, dialogic co-planning, and protected low-stakes experimentation may support identity development without making pedagogical conformity the primary route to practicum success.
ChatGPT-Mediated Materials and Assessment Design in an Omani EFL Foundation Programme: An Intelligent-TPACK Case Study Mohammed Khadeem Said Al. Fathi
Language, Technology, and Social Media Vol. 4 No. 3 (2026): July–September 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.719

Abstract

Generative artificial intelligence can accelerate English-as-a-foreign-language (EFL) materials and assessment design, yet its pedagogical value depends on teachers’ capacity to evaluate linguistic quality, contextual appropriateness, and ethical risk. This interpretive case study examined how five General Foundation Programme EFL teachers at Sohar University, Oman, used ChatGPT to prepare instructional materials and design assessments. Semi-structured interview data were analysed deductively in NVivo through the Intelligent-TPACK framework and Braun and Clarke’s six-phase thematic procedure. The teachers used ChatGPT to develop speaking and writing tasks, reading passages, vocabulary and grammar exercises, lesson ideas, and formative assessments. Effective use was described as an iterative process involving explicit prompts, proficiency-level specifications, learning outcomes, templates or tables of specifications, output checking, and prompt refinement. Participants valued efficiency, ideation, and adaptability, but reported concerns about inaccurate or unreliable content, weak coherence and authenticity, cultural inappropriateness, data privacy, academic integrity, overreliance, and the possible erosion of teacher and learner creativity. The study shows that productive teacher–AI interaction is not one-step automation but a cycle of pedagogical specification, linguistic validation, contextual adaptation, and ethical judgement. It recommends targeted professional development and institution-level guidance for responsible generative-AI use in language teaching and assessment.
ChatGPT 5.5 as an Automated Corrective Feedback Tool: Effects on the Writing Performance of EFL Learners Abdullah Al Maqbali; Olga Taga
Language, Technology, and Social Media Vol. 4 No. 3 (2026): July–September 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.737

Abstract

The present paper focused on examining the application of GPT‑5.5 as an automated corrective feedback tool for improving the writing skills of 60 Omani pre‑intermediate EFL students enrolled in a foundation program. A quasi‑experimental pretest–posttest design was used, and the participants were divided into two groups, namely an experimental group and a control group, each receiving instruction on advantages‑and‑disadvantages essays. While both groups followed the same syllabus and classroom procedures, only the experimental group utilized GPT‑5.5 AI tool for iterative feedback and revision, supplemented by teacher explanation and clarification. The analytic scoring of the pretest and posttest compositions demonstrated that both groups made progress, yet the experimental group scored substantially better on the posttest, with a large effect size. The results imply that the use of AI‑mediated feedback, when systematically integrated with teacher support, can be an effective and scalable way to advance EFL learners’ writing skills in similar contexts.
L1 as a Semiotic Tool: Deconstructing Grammatical Scaffolding in a Low-Exposure EFL Context in Indonesia Feisal Aziez; Novan Andrianto; Arifin Muslim; Aleeyah Masae; John Louie Domingo Galang
Language, Technology, and Social Media Vol. 4 No. 3 (2026): July–September 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.413

Abstract

The instruction of abstract grammatical concepts, such as the Present Continuous Tense, presents significant cognitive challenges for Young Learners in English as a Foreign Language (EFL) context, particularly where exposure to the target language is limited. While traditional "English-Only" pedagogies often view the use of the First Language (L1) as a hindrance, recent "multilingual turn" perspectives argue for its value as a cognitive resource. This study investigates the pedagogical functions of L1 (Indonesian) in a Grade 4 EFL classroom at a public elementary school located in the Sumenep region, East Java, Indonesia. Employing a descriptive qualitative case study design, the research utilizes Classroom Discourse Analysis (CDA) to examine the verbal interaction of a teacher candidate during a 73-minute instructional session. Preliminary analysis revealed that the teacher utilized L1 for approximately 80% of the instruction. However, rather than indicating a lack of proficiency, micro-analysis of the discourse demonstrates that this code-switching served as a systematic scaffolding strategy. The findings reveal four primary pedagogical functions of L1: (1) Meta-linguistic Scaffolding, used to bridge the conceptual gap between Indonesian lexical time markers and English morphological inflection; (2) Interactive Scaffolding, employed to repair communication breakdowns and sustain the Initiation-Response-Feedback (IRF) cycle; (3) Managerial Scaffolding, utilized to reduce extraneous cognitive load during complex task instructions; and (4) Affective Scaffolding, used to build rapport and reduce anxiety. The study concludes that in low-exposure TEYL contexts, the L1 functions not as a barrier, but as a vital semiotic tool that transforms abstract linguistic input into comprehensible intake.
Effects of Storybird-Based Digital Storytelling on Elementary School Students' Folktale Narrative Writing Performance Halimatussakdiah; Fendy Yoga Pratama; Nurmayani; Laurensia Masri Pa; Naswa Amirah; Sonia Miranda Simorangkir
Language, Technology, and Social Media Vol. 4 No. 3 (2026): July–September 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.456

Abstract

The transmission of regional cultural heritage to younger generations has become increasingly challenging amid globalization and the limited use of innovative instructional media in primary education. This study examined the effectiveness of Storybird-based digital storytelling in improving elementary school students' folktale narrative writing performance using “The Legend of Lake Toba” as instructional content. A quantitative one-group pretest–posttest design involved 35 elementary school students (N = 35, df = 34). Writing performance was assessed in terms of characterization, plot organization, and thematic development. Descriptive statistics and a paired-samples t-test were applied after the normality of the paired difference scores had been verified using the Lilliefors test. The mean writing score increased from 5.72 at pretest to 8.13 at posttest on a 10-point scale. This improvement was statistically significant, t(34) = 8.092, p < .001, 95% CI [1.80, 3.02], with a large paired-samples effect size (Cohen's d_z = 1.37). Storybird's visual prompts and sequential structure appeared to scaffold idea generation and narrative organization, with the largest improvement observed in characterization. These findings indicate that integrating local cultural content with multimodal digital storytelling can strengthen elementary students' narrative writing performance; broader claims concerning cultural preservation require direct measurement in future research.

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