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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 56 Documents
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Name Tags and Net Tags: Investigating Username Construction as Identity Markers among Nigerian TikTok Creators Mohammed Sani Ya'u; Mustapha Muhammad
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.3026-7196.187

Abstract

In Nigeria’s active digital space, TikTok has become a popular platform where creators express their identities using carefully chosen usernames. This study investigates how Nigerian TikTok creators use usernames as identity markers, reflecting cultural, linguistic, and social affiliations in a multicultural context. Drawing on a manually compiled list of 200 top Nigerian TikTok influencers, ranked by follower count in April 2025, the research employs qualitative content analysis to examine username patterns. This aligns with the study’s objectives to identify linguistic and cultural elements, analyze usernames as identity markers, and infer influencing factors. Findings reveal that 15% of usernames reference Nigerian names or cultural figures, 2.5% incorporate national symbols like the Nigerian flag emoji, 25% include emojis or symbols, 40% use authenticity conventions such as “official” or “real”, and 20% reflect entertainment or trendy nicknames tied to content niches. These patterns highlight how creators blend cultural pride, linguistic creativity, and social engagement to navigate global digital spaces while celebrating Nigeria’s diverse heritage. The primary limitation of this study is the absence of survey data, meaning inferences about creators' motivations are based solely on content analysis and existing literature, rather than direct input from the creators themselves. This study uniquely addresses an important gap in research by specifically looking at how Nigerian TikTok creators intentionally create usernames as clear identity markers. It offers new insights into how digital identity is formed in non-Western settings, highlighting how cultural representation and language diversity interact online.
Occupational Noise Exposure and Age as Predictors of Disabling Hearing Loss in Pakistan Hanif, Huma; Thakur, Ibtasam; Georgiou, Georgios P.; Binos, Paris
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.3026-7196.275

Abstract

This study aimed to assess the prevalence, severity, and functional impact of hearing loss (HL) in Rawalpindi and Islamabad, Pakistan. A total of 400 participants, aged 12 to 70 years, were enrolled in the study, and data were collected using pure-tone audiometry (PTA) and the Hearing Handicap Inventory for Adults (HHIA). The results indicated that 18% of participants had some form of HL, with 22% meeting the criteria for disabling HL (≥35 dB HL). The severity of HL ranged from mild to profound, with 55% of participants exhibiting no measurable HL. Sensorineural HL was the most common type (60%), followed by conductive (24%) and mixed (10%) types. Bivariate analysis revealed that older age (≥60 years) and occupational noise exposure were significantly associated with HL ≥35 dB HL. The multivariable logistic regression model confirmed that age and occupational noise exposure were independent predictors of HL. Furthermore, hearing aid users reported significantly lower HHIA scores, indicating reduced psychosocial burden compared to non-users. This study highlights the need for early detection, public health interventions, and increased access to hearing aids, particularly in rural areas. The findings also demonstrate the importance of occupational noise control and workplace interventions to reduce the risk of HL in high-noise environments. The study contributes to the understanding of HL in Pakistan, offering valuable insights for improving hearing care accessibility and policy development.
Decolonizing Cultural Heritage Theory: A Critical Reframing from the Palestinian Context M. Shehada, Ziad; H Alaqad, Mohammed
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.3026-7196.310

Abstract

This study examines how heritage conservation theories remain grounded in Eurocentric frameworks shaped by colonial and post-war Europe, including the Venice Charter, the Nara Document on Authenticity, and UNESCO conventions. While these agreements advanced global heritage discourse, they continue to marginalize indigenous, Islamic, and non-Western perspectives, particularly those impacted by conflict. Applying decolonial theory, the research reframes heritage paradigms by proposing a Palestinian philosophy rooted in local knowledge, community memory, and resistance practices. Central to this approach is the concept of “Liberation Heritage,” an anti-colonial model of cultural survival developed through literature, judicial texts, religious traditions such as Waqf, and heritage storytelling. This framework challenges Western notions of authenticity by emphasizing contextual values like living traditions, symbolic continuity, and cultural stewardship under occupation. Gaza, with its rich history and resilience amid suffering, serves as a primary case study for articulating this theory. Drawing on postcolonial thought, critical heritage studies, and Islamic architectural principles, the paper offers a constructive alternative for colonized or conflict-affected communities reclaiming cultural narratives. The findings contribute to broadening heritage theory, diversifying conservation practices, and empowering communities to assert their cultural sovereignty.
The Impact of AI Chatbot Integration on Vietnamese EFL Learners' Speaking Performance, Fluency, and Confidence Huong, Nguyen Thuy
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.3026-7196.314

Abstract

Speaking proficiency remains a significant challenge for Vietnamese EFL learners due to limited practice opportunities, heightened anxiety, and psychological barriers. This study investigated the impact of AI chatbot integration on Vietnamese university students' speaking performance and confidence. Employing a one-group pre-test post-test quasi-experimental design, 38 intermediate-level EFL learners engaged in structured AI chatbot practice three times weekly for eight weeks. Speaking performance was assessed using IELTS-style tests evaluating fluency, grammatical accuracy, pronunciation, and lexical resource, while speaking confidence was measured through an adapted anxiety questionnaire. Results revealed significant improvements in both speaking performance (d = 1.45) and confidence (d = 1.24), with all performance dimensions demonstrating substantial gains. Notably, lower-confidence learners experienced greater confidence increases (M = 9.82 vs. M = 5.67), and performance improvements positively correlated with confidence gains (r = .48). Individual variability analysis identified that while 89.5% showed performance improvement, 10.5% experienced minimal change or decline, attributed to inconsistent practice and technical difficulties. These findings suggest that AI chatbot integration effectively addresses both linguistic and affective dimensions of speaking development in Vietnamese EFL contexts. The results hold important implications for technology-enhanced language pedagogy, particularly for learners experiencing speaking anxiety and requiring additional practice opportunities beyond traditional classroom instruction.
Vietnamese EFL Teachers' Readiness and Challenges in Integrating AI-Generated Feedback Hang, Nguyen Thu
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.3026-7196.315

Abstract

This explanatory sequential mixed-methods study examined Vietnamese EFL teachers' readiness and challenges in integrating AI-generated feedback into writing instruction. Quantitative data from 233 university teachers revealed moderate overall readiness (M = 3.09, SD = 0.58) masking pronounced disparities: ethical awareness (M = 3.76) substantially exceeded technological (M = 2.87) and pedagogical readiness (M = 2.54). AI usage emerged as the dominant predictor (β = .58, p < .001), with users demonstrating significantly higher readiness across all dimensions (d = 1.20-1.43) than non-users, while demographic variables showed null effects. Teachers reported high concerns about student over-reliance (M = 4.21), training deficits (76.4% received none), and pedagogical uncertainty (M = 4.08). Qualitative interviews with 15 teachers exposed pedagogical disorientation, ethical dilemmas without institutional frameworks, technical skill deficits masked by surface familiarity, and institutional abandonment. Despite challenges, successful adopters developed pragmatic strategies including division of labor, feedback sequencing protocols, and critical evaluation integration. Findings reveal "aware incompetence" wherein ethical consciousness outpaces implementation capabilities, functioning as a barrier rather than facilitator. Results challenge deficit narratives about teacher resistance while exposing how institutional policy vacuums (69.5% lacked policies) impede integration. Implications emphasize reconceptualizing professional development beyond technical training to address pedagogical frameworks, ethical protocols, and ongoing implementation support.
Teen Digital Language and Identity Formation: A Corpus-Driven Multimodal Linguistic Landscape Analysis on Social Media Platforms Mokodompit, Isnawita; Basalama, Nonny; Miolo, Sartin T.; Muziatun
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.3026-7196.321

Abstract

The intensification of social media has significantly altered the linguistic landscape among teenagers, influencing identity formation and communication practices. This research investigates how social media platforms, such as Instagram, TikTok, and WhatsApp, shape teens language by studying the forms, types, components, and functions of linguistic landscapes in virtual spaces. Qualitative method with ethnography design was used in this study and utilized corpus-driven data collection techniques. This research conduct in MAN 1 Kota Gorontalo to analyzes language use among middle level students, aged 17-18. It investigates the emergence of digital language as new linguistic forms consist of; slang, abbreviations, emojis/stickers, and memes, until their effect in constructing digital identities. Essentially, this study offers theoretical novelty by concerning the new concept of linguistic landscape (LL) in virtual public spaces, showing how the digital platform creates various kind of linguistic form. The findings reveal that teen language in social media is highly dynamic, reflecting both the social and cultural aspects of identity. Besides, the study also identifies the social conflicts that caused from language use, such as generational gaps and misunderstandings between teens and authority figures, highlighting the ethical challenges in digital communication. The study completes by highlighting the need for academical interventions to handle the ethical problem caused by engage teen language in the digital era and suggests strategies for fostering responsible digital communication.

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