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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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Sociocultural and Digital Communication Challenges in AI Adoption for Classroom Communication: Insights from Nigerian Colleges of Education Festus, Olafare; Bamidele Emmanuel, Ogunrinbokun
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 Abubakar, Usman; Kofo Soetan, Aderonke; Ibrahim, Hussaini
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.
Language, Identity, and Ethics in AI-Driven Art: Perspectives from Human Artists in Digital Environments Torres, Aira Jenica; C. Alberto, Jasper Mareece; J. Guieb, Angel Pearl; DR. Paray, Ayessa; A. Villarama, Joseph
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.
Social Media as a Digital Communication Tool for Academic Library Marketing: A Systematic Literature Review Athukorala, Wathsala; Chiran Jayasundara, Chaminda
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 Arif, Muhammad; Ismail, Aneta; Aqib, Muhammad; Rhaman Shaoan, Mirajur; Ali, Wazir; Uzochukwu Okafor, Miracle
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.
Morphological Productivity and Lexical Innovation in Swahili: Digital Communication and Language Transformation in Social Media Spaces Makulilo, Prisca Boniphace
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.176

Abstract

Swahili, as a major lingua franca in East Africa, is undergoing significant transformation through digital communication, particularly on social media platforms. This study explores the morphological and lexical innovations emerging in digital Swahili, with a focus on affixation, compounding, and reduplication. Employing a qualitative approach, the research draws data from 150 social media posts, interviews, and group discussions involving 15 Swahili speakers from urban and rural contexts. The findings reveal increased morphological productivity, with speakers integrating foreign lexical items into Swahili through creative adaptation. Code-mixing and hybrid expressions are also prevalent, reflecting both linguistic innovation and sociocultural identity negotiation. While these developments enhance the expressiveness of Swahili in digital settings, they raise challenges related to language standardization and intergenerational comprehension. This study offers new insights into Swahili’s adaptation to digital environments, highlighting its potential as both a technological and cultural medium. The findings inform ongoing discussions in language policy, digital literacy, and the preservation of African languages in globalized communication.
From Isolation to Interaction: The Role of Language and Digital Communication Tools in Empowering Adolescent Virtual Collaboration Hamid, Shazia; Awhinawhi, Anthonia
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.182

Abstract

This qualitative study explores the impact of collaborative learning on adolescent learners' motivation and feelings of isolation in virtual learning environments, with a focus on the role of language-mediated interactions and digital tools. Using exploratory questionnaires and interviews, the study examines how virtual collaborative tasks influence students' engagement. The findings indicate that collaborative learning significantly enhances motivation, particularly when tasks are meaningful and peer interactions are supportive. Survey data revealed that 42.4% of students often found collaborative tasks productive, with positive peer influence acting as a key motivator. Additionally, 70% of participants reported a reduction in isolation due to peer interaction. Autonomy in collaborative tasks was also strongly linked to higher intrinsic motivation, supporting Self-Determination Theory. Synchronous tools such as video conferencing and shared documents were crucial in alleviating isolation. The study highlights how digital tools mediate language use, fostering social connection and engagement in virtual settings. It contributes new insights into the integration of digital tools for language learning, collaboration, and social engagement, offering practical recommendations for virtual education practices, curriculum design, and teacher training, with implications for policymakers to enhance online learning strategies.
Social Media Addiction and Adolescent Mental Health: The Mediating Role of Cognitive Interference in Digital Communication Sharma, Kavita; Gera, Manju
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.185

Abstract

This study investigates the relationships among social media addiction, cognitive interference, and mental health outcomes within the context of digital communication among adolescents aged 13–19 in Chandigarh, India. Utilizing a cross-sectional design, data were collected from 541 participants who completed the Bergen Social Media Addiction Scale (BSMAS), a computerized Stroop Test to assess cognitive interference, and the Depression, Anxiety, and Stress Scale (DASS-21). Results indicated moderately high levels of social media addiction (M = 4.2, SD = 1.1), substantial cognitive interference (incongruent trials: M = 850 ms), and moderate psychological distress across all mental health indicators. Correlation analyses revealed that social media addiction was positively associated with cognitive interference (r = 0.45, p < 0.01) and negatively associated with mental health outcomes (r = -0.38, p < 0.01). Cognitive interference was also significantly and negatively correlated with mental health (r = -0.42, p < 0.01), indicating that increased cognitive disruption due to digital engagement exacerbates emotional distress. Mediation analysis confirmed that cognitive interference partially mediated the relationship between social media addiction and mental health, accounting for approximately 35% of the total effect. These findings underscore cognitive interference as a critical psychological mechanism linking problematic social media use to adverse mental health outcomes among adolescents. The study contributes region-specific empirical evidence to the global discourse on digital media effects and highlights the urgency of implementing targeted interventions such as cognitive training and digital literacy programs to mitigate the cognitive and emotional risks associated with excessive digital communication in adolescent populations.
Effect of Social Media Language on Students’ Intention to Engage in Academic Use Behavior at Leading Universities in Nepal Sah, Gunja; Shrestha, Sajeeb Kumar; Aryal, Bhoj Raj
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.186

Abstract

Social media plays a central role in students' daily academic activities across the globe. This study investigates how social media language influences students’ intention to engage in academic use behavior at leading universities in Nepal. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), a structured questionnaire was distributed to 235 students from Tribhuvan University, Kathmandu University, Purbanchal University, and Pokhara University using stratified sampling. Structural Equation Modeling (SEM) was employed to analyze the data. Results reveal that performance expectancy significantly influences both behavioral intention and actual use behavior. Effort expectancy and social influence significantly affect use behavior but not behavioral intention, while facilitating conditions show no significant influence on either. Behavioral intention mediates the relationship between UTAUT constructs and use behavior. The findings highlight the importance of social media language in shaping students' academic engagement, offering practical insights for educators, policymakers, and platform developers to enhance social media’s educational utility.
English Language and Literature Teachers on the Integration of Artificial Intelligence in the Philippine Classroom Context S. Peneyra, Jaliyah Ashirae; F. Paras, Ralph Lawrence; B. Tan, Shenry Grace; A. Villarama, Joseph
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.211

Abstract

Artificial intelligence (AI) in language education has brought significant changes to the academic system, reshaping the landscape of language teaching and learning, especially how language teachers plan, deliver, and assess their students’ academic journey. This study determined the academic and personal experiences of eight English language and literature teachers on technology integration such as AI and explored the positive and negative influence of integrating AI in teaching and learning. Utilizing a phenomenological qualitative approach, participants were purposively selected and interviewed, guided by 10 open-ended questions. Data were coded and analyzed thematically, revealing key findings: AI for improved teaching and enhanced learning; encountered challenges and risks; ethical concerns; and shifts in teaching strategies and adaptation. Integration of AI in the classroom resulted in a positive impact on teaching and learning English language and literature, depending on critical engagement, responsible use, and teaching strategies to ensure the preservation of essential skills in English language and literature and academic integrity. As AI continues to influence educational practices, teachers play a crucial role in maintaining balance and guiding students to engage critically with AI-generated contents.

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