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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 45 Documents
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How Effective is Talkpal.ai in Enhancing English Proficiency? Insights from an Experimental Study Dikaprio, Vigo; Dahlan Diem, Chuzaimah
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.v2i1.48

Abstract

Mastering English speaking skills is an essential competency for students of the English Education Study Program, particularly in facing the challenges of globalization. With the advancement of technology, Artificial Intelligence (AI) has emerged as a promising innovation to enhance the quality of language learning. This study aims to evaluate the effectiveness of Talkpal.ai, an AI-based application, in improving English speaking skills among second-semester students of the English Education Study Program. The research employs an experimental method with a pre-test and post-test control group design, involving 100 students randomly divided into two groups: an experimental group (n=50) using Talkpal.ai for 8 weeks, and a control group (n=50) learning through traditional teaching methods. Th e instrument used was a validated English speaking skills test, with data analysis conducted using a t-test. The results show a significant improvement in speaking skills among students in the experimental group (M=85, SD=5) compared to the control group (M=78, SD=7), with a t-value of t (98) = 5.47, p < 0.01. These findings indicate that Talkpal.ai is effective in providing a personalized and interactive learning experience, contributing to the enhancement of speaking skills. This study highlights the significant potential of AI technology in higher education, particularly in language learning, and offers recommendations for further implementation and future research.
The Impact of Social Media on Standard Indonesian Language Competency: A Comparative Analysis Across Age and Educational Levels Listiani, Ikah; Djahadah, Nurhayati; Putri Fatimah, Nadia
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.
How Do Different Generations Communicate on Social Media? A Comparative Analysis of Language Styles, Emoji Usage, and Visual Elements Azad, Inamul; Chhibber, Sugandha; Tajhizi, Azra
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.v1i2.61

Abstract

This study aims to explore generational differences in language styles on social media, with a focus on levels of formality, emoji usage, and the integration of visual communication elements. A quantitative content analysis was conducted on a sample of 4,000 social media posts collected from Twitter, Facebook, and Instagram. The sample included posts from four generational cohorts: Baby Boomers, Generation X, Millennials, and Generation Z. Each post was analyzed for language structure, the frequency of emoji use, and the presence of visual elements such as memes. Statistical methods, including ANOVA, were employed to identify significant differences across generations. The analysis revealed that Baby Boomers prefer more formal language structures, reflecting their adherence to traditional communication norms. In contrast, Generation Z demonstrates a strong preference for informal language, frequent use of abbreviations, emojis, and memes, illustrating their adaptation to the fast-paced, visually-oriented nature of digital communication. The study concludes that these generational differences are shaped by both cultural background and technological exposure, leading to distinct communication patterns across age groups. This research contributes to the field of digital communication by providing empirical evidence on how generational cohorts interact differently on social media, offering valuable insights for marketers and digital strategists in tailoring their communication strategies.
Leveraging Social Media Platforms to Enhance Students' English Proficiency: A Comprehensive Analysis Reza Abedi, Seyed; Elahi, Salomeh
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.
Unlocking AI's Potential in Language Learning: A Comparative Study of Adoption and Effectiveness in Indonesia and Arab Countries Septia, Fina; Ibrahim Khodr, Tamer Sa’ad; Abdullah; Ilah, Nushrotul
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.
Exploring the Effect of Social Accommodation and Informal Input in Second Language Acquisition Lal Tripura, Borendra; Ahmed, Risala; Ibna Seraj, Prodhan Mahbub
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 Akter Mukta, Rukaiya; Kabir, Md. Shahjahan; Yeasmin, Farhana
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" Rahman, Md.Naimur; Talukder, Md. Jobaar
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.
Mobile-Assisted Language Learning through Interaction Applications: Analysis and Evaluation Alexiadou, Eleftheria; Sougari, Areti-Maria
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 Reza Abedi, Seyed; Divanpour, Farnaz; Reza Molaee, Seyed; Tesfay Gebremariam, Hailay
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.

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