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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 49 Documents
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Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges Hassan Sain, Zohaib; Geng, Hui; Song, Yumei
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 Abu Ziden, Azidah; Emmanuel Ifedayo, Adu
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.
Empowering Future Bilingual Educators: Integrating Trauma-Informed Approaches in Bilingual Teacher Education Razmeh, Shakiba; Salgado, Yolanda
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.
EQUAL AI: A Framework for Enhancing Equity, Quality, Understanding and Accessibility in Liberal Arts through AI for Multilingual Learners Davoodi, Amin
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.
Meme-ingful Actions: Uncovering the Influence of Political Memes on Leadership Performance and Values Formation G. Matias, Nicole Andrea; D. Bartolome, Prince Henderson; R. Carreon , Samantha Louise; L. Tallara, Franz Marielle; A. Villarama, Joseph
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.
Technology-Mediated Strategies for Managing Writing Anxiety across Extrovert and Introvert EFL Students Bay, Indri Wirahmi; Basalama, Nonny; Miolo, Sartin; Dako, Rahman Taufiqrianto
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.322

Abstract

Writing anxiety remains a persistent challenge for EFL university students, shaping their cognitive, affective, and behavioral engagement with academic writing. While digital and AI-assisted tools are increasingly used to support writing development, little is known about how learners with different personality traits particularly extroverts and introverts employ technology to manage writing-related anxiety. This article reports the qualitative component of an explanatory sequential mixed-methods study that examined levels, types, causes, and coping strategies of English writing anxiety among Indonesian EFL undergraduates. Building on quantitative findings derived from the EPQ, SLWAI, and CWAI, semi-structured interviews were conducted with 20 purposefully selected students (10 extroverts; 10 introverts) to explore their technology-mediated coping strategies. Thematic analysis revealed clear personality-based distinctions. Extrovert students relied on stimulation-rich, interactive, and feedback-oriented technologies including YouTube tutorials, social media videos, writing applications, and AI tools to boost motivation, model writing processes, and reduce fear of errors. Technology served as an external scaffold that energized their writing engagement. In contrast, introvert students preferred quiet, private, and self-paced digital environments. They used calming media, reference-based tutorials, translation tools, vocabulary apps, and AI feedback to regulate emotions, clarify ideas, and resolve linguistic uncertainties in low-pressure settings. Technology functioned as an internal regulator that supported cognitive clarity and emotional steadiness. These findings underscore that technology-mediated coping is personality-sensitive, highlighting the need for flexible, personalized digital interventions to support diverse emotional and cognitive needs in EFL writing contexts.
Applied AI and Pedagogical Judgment in Multilingual Teaching and Learning: Bringing EQUAL AI to Life Davoodi, Amin
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.v3i2.347

Abstract

In recent years, there have been a variety of ethical frameworks proposed for utilizing AI technologies in higher education. A pervasive issue across many of these frameworks is that they do not adequately bridge the gap between theoretical principles and practical application. Several frameworks articulate their underlying theoretical values; however, very few provide concrete examples of how these values are embodied, negotiated, or resisted within day-to-day instructional environments. This article addresses this gap by examining the implementation of the EQUAL AI framework, as proposed by Davoodi in 2024, within a multilingual graduate education context. Utilizing a narrative inquiry approach, this study examines three classroom cases drawn from a graduate-level research methodology course that illustrate the ways AI has transformed pedagogical tensions associated with language, authorship, confidence, and ethical accountability. The findings emphasize the need to view AI use as a function of instructional judgment rather than solely as a compliance issue or a neutral pedagogical tool. Ethical accountability in AI-mediated learning depends on the sustained visibility of students’ intellectual labor, as well as on pedagogical strategies that clarify, repair, and reframe AI use as learning unfolds. This article further demonstrates that conceptual frameworks such as EQUAL AI derive pedagogical power only when enacted at the local level through context-sensitive instructional decision-making processes embedded in lived teaching experiences. As such, this study contributes to research on AI in higher education by reconceptualizing AI integration as an adaptive, human-centered pedagogical process within multilingual educational settings, where issues of academic identity, linguistic vulnerability, and legitimacy are continually negotiated.
Legitimising Lockdown in Saudi Arabia: A Political Discourse Analysis of Platformed Government Communication During a Public Health Emergency Ali Alraythi, Jaber Salman; Elyas, Tariq; Alqahtani, Nazim; Gazzaz, Rasha
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.397

Abstract

This study applies Teun A. van Dijk’s Political Discourse Analysis (PDA) framework within Critical Discourse Analysis (CDA) to examine Saudi political communication during the COVID-19 crisis. It analyses three key texts: King Salman’s national address, the Ministry of Health’s (MoH) public awareness campaigns particularly the “Educational Text Messages” and the MoH spokesman’s speech on vaccines. The study explores how language was strategically used to legitimise government actions, construct a shared sense of national responsibility, and promote compliance with health measures. Through macro-level thematic, micro-linguistic, and socio-cognitive analysis, the research reveals that Saudi discourse employed religious authority, national identity, emotional appeals, and inclusive language to reinforce trust and unity among citizens and expatriates. The findings show a hierarchical, top-down communicative structure integrating religious legitimacy, technocratic guidance, and scientific reassurance to influence public perception and maintain ideological cohesion. Additionally, the strategic use of multiple genres and multilingual media ensured message consistency and broad reach across society. Overall, the study highlights how political discourse functions as both an ideological and communicative instrument in crisis governance, enriching the understanding of how language mediates power, ideology, and social mobilisation in centralised political contexts.
Cultural Collisions As Disorienting Dilemmas: Transformative Learning Through Authentic Intercultural Communication In Vietnamese EFL Education Hoa, Ngo Quynh; Tu, Do Thanh
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In locally situated English as a Foreign Language (EFL) context, opportunities for authentic intercultural communication are often limited, and intercultural competence is frequently assessed through self-report measures. Less attention has been paid to how learners experience cultural disruptions in real-life interaction and how such experiences may trigger transformative learning processes. Drawing on Transformative Learning Theory, this qualitative study investigates “cultural collisions” experienced by Vietnamese EFL students during authentic intercultural communication and examines how these encounters reshape their meaning perspectives as English communicators. Data were collected through semi-structured interviews with nine third-year English-major students who participated in an experiential EFL module involving field interviews with foreign tourists. Thematic analysis revealed that intercultural encounters generated cultural disorienting dilemmas characterized by mismatches in communication styles, politeness norms, and interactional expectations. These disruptions elicited emotional responses such as shock, anxiety, and self-doubt, prompting critical reflection. Over time, participants reported shifts toward greater cultural relativity, increased communicative confidence, and a repositioning of themselves from evaluated learners to legitimate English communicators. While this study focuses on face-to-face encounters, contemporary EFL learners are increasingly exposed to foreign cultures through digital platforms such as social media, online videos, and language exchange applications, which may shape learners’ expectations prior to real-life interaction. The findings extend the application of Transformative Learning Theory to a locally situated EFL context and highlight the pedagogical value of integrating authentic intercultural communication and structured reflection into EFL curricula, while suggesting future research on digitally mediated intercultural learning.

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