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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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AI Ethics as Epistemological Governance: A Systematic Literature Review on Knowledge and Authority in the Age of Generative AI Cahyo Prianto; Mumu Komaro; Saripudin
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.403

Abstract

This Systematic Literature Review (SLR) explores research trends on the ethics of generative AI use and how ethical issues are discussed within it, mapping geographical distribution and examining AI epistemic governance. This systematic literature review employs the PRISMA method, with a literature search conducted through the Scopus database, filtered based on keywords related to generative AI Ethics in Quartiles Q1 and Q2 and limited to the period 2020–2026, resulting in 39 articles for further analysis in this SLR. The research trend has continuously increased from year to year, and 2025 became the year with the highest number of studies addressing the ethics of generative AI use. This indicates a strengthening academic attention to ethical and epistemic issues in AI. The literature is dominated by themes of ethical concerns in the use of generative AI, such as bias, data privacy, transparency, accountability, misinformation, academic integrity, and cognitive dependence on generative AI. This study also finds that generative AI is most frequently positioned as a knowledge generator, while the combination of training data bias and cultural bias constitutes the most dominant epistemic issue. In the dimension of epistemic dependency, human dependence on AI is the most frequently discussed theme. This demonstrates growing concerns regarding the weakening of human autonomy, control, and cognitive capacity. From the perspective of authoritative actors, the scientific community occupies the strongest position, while multi-stakeholder governance emerges as the most widely supported governance model. These findings affirm that AI governance is understood as a complex issue that cannot be resolved by a single actor, but rather requires collaboration.
AI Power, Resistance, and Cultural Hegemony in The Golden Legend: A Foucauldian and Gramscian Analysis Anam Javed; Daryoosh Hayati
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.422

Abstract

This study examines how power, resistance, and cultural hegemony are represented in Nadeem Aslam’s The Golden Legend, with particular attention to the discursive construction of religious minority identity, gendered vulnerability, and ideological belonging in a postcolonial society. The study responds to the need for a more integrated reading of the novel, since previous scholarship has generally examined religious intolerance, minority representation, gendered subjectivity, nationalism, or Foucauldian surveillance as relatively separate concerns. Using a qualitative, interpretive, and non-empirical textual approach, the study applies Foucault’s concepts of disciplinary power, subjectification, discourse, and resistance, complemented by Gramsci’s theory of cultural hegemony. The analysis was conducted through close reading, deductive thematic coding, and critical discourse interpretation of selected narrative passages, character interactions, and representations of institutional authority. The findings show that power in the novel operates through religious authority, military pressure, patriarchal norms, communal surveillance, legal fear, and ideological consent. Marginalized characters internalize fear through silence, concealment, and self-regulation, yet they also resist through moral defiance, ethical refusal, compassion, memory, and identity reconstruction. The study concludes that The Golden Legend is not merely a narrative of oppression but a literary representation of how language, ideology, and identity become central sites where domination is produced, normalized, contested, and transformed. This study contributes an integrated Foucauldian-Gramscian framework for analyzing discourse, power, and resistance in postcolonial literary texts.
Reclaiming the Humanities in AI-Generated Music: Language, Identity, and Social Media Circulation in Folk and Rock Traditions Mark H. Levine
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.423

Abstract

Generative artificial intelligence (AI) has transformed music production from a specialist studio practice into a prompt-based, platform-mediated activity in which songs, lyrics, voices, and genre markers can be produced almost instantly. This article repositions the debate about AI music within the intersection of language, technology, and social media by examining folk and rock music as communicative traditions rather than merely sonic products. Using a qualitative critical-hermeneutic design, the study analyzes selected folk, rock, and protest songs together with scholarship on text-to-music generation, platformization, digital authenticity, copyright, and embodied creativity. The analysis shows that AI music is not only a technological issue but also a linguistic and communicative one: prompts translate human intention into machine output, lyrics encode social memory, synthetic voices simulate identity, and streaming/social-media platforms recode authenticity through visibility metrics and algorithmic circulation. Four findings are developed: AI simulates stylistic language without situated experience; folk and rock operate as traditions of memory, resistance, and identity; social media transforms musical authenticity into a platform performance; and ethical AI music requires human-centered design, consent-based training, provenance labeling, and critical digital literacy. The article contributes a human-first framework for studying AI-generated music as a language-technology-social media phenomenon while preserving the humanities dimensions of agency, voice, embodiment, and cultural memory.
Muhadaroh as Pesantren-Based Oral Da'wah Communication: Developing Students' Public Speaking, Religious Language, and Digital Media Readiness Sakira Maulana Amin; Jamilah
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.481

Abstract

This study examines muhadaroh as pesantren-based oral da'wah communication training for developing students' public speaking, religious language use, and digital media readiness. Although practiced in a face-to-face setting, muhadaroh is relevant to the intersection of language, communication, and digital da'wah because students must construct Islamic messages ethically and contextually for physical and mediated audiences. This qualitative descriptive study with a phenomenological orientation was conducted at Mafatihul Huda Islamic Boarding School, West Tanjung Jabung Barat. Data were gathered through observation, semi-structured interviews with the pesantren head, instructor, and participating students, and documentation, then analyzed through reduction, thematic display, conclusion drawing, and triangulation. Findings show that muhadaroh is implemented through MC practice, Qur'anic recitation, sholawat, berzanji or nadzom, speech delivery, evaluation, and closing prayer. The activity strengthens speech organization, vocal delivery, confidence, audience awareness, Islamic message construction, and communicative identity. Its implementation is supported by mentoring, regulation, and a conducive environment, but constrained by low interest, limited audio facilities, anxiety, and timing. The study contributes a contextual model for linking pesantren oral communication pedagogy with future digital da'wah literacy.
Designing ZPD-Based Writing Worksheets With Corrective Feedback: An Integrative Review for EFL Academic Writing Mohammad Fikri Nugraha Kholid; Hasan Hariri; Sunyono Sunyono; Undang Rosidin
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.3026-7196.400

Abstract

This study examines how written corrective feedback (WCF) can be operationalized within Zone of Proximal Development (ZPD)-based writing worksheets to support EFL university students’ academic writing. A structured integrative review was conducted using a focused corpus of fourteen peer-reviewed studies on WCF, learner engagement, scaffolding, and technology-mediated feedback, supported by foundational and methodological literature. The review used eligibility screening, an analytic matrix, thematic coding, and narrative synthesis. The findings indicate that WCF is most educationally useful when it is focused, timely, interpretable, linked to revision, and responsive to learners’ demonstrated needs. The evidence also shows that feedback uptake depends on learners’ engagement and that digital tools can accelerate feedback cycles but cannot independently provide the contextual mediation required for complex academic writing. The synthesis yields a five-stage design framework: diagnostic baseline, guided planning, drafting with focused feedback, dialogic revision, and fading with transfer. The framework positions a worksheet as feedback infrastructure rather than as a static exercise sheet. Its contribution is a conceptually integrated model that specifies the form, timing, and gradual withdrawal of feedback for EFL academic writing; its effectiveness requires subsequent development and experimental testing.
Metacognitive Awareness in English Language Learning: A Systematic Review Across Listening, Speaking, Reading, and Writing Skills Evi Fitri Aglina; Patuan Raja; Muhammad Fuad; Budi Kadaryanto
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.447

Abstract

Metacognitive awareness is widely associated with successful English language learning, yet empirical findings across listening, speaking, reading, and writing remain dispersed across different contexts, instruments, and instructional designs. This review synthesizes evidence on how metacognitive awareness contributes to four English language skills and how classroom and technology-mediated environments can support strategy instruction. A systematic literature review design was employed by searching Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar for studies on metacognition, metacognitive strategy instruction, self-regulated learning, and English skill development. Ninety-eight records were identified; 61 focused on language learning, and 38 empirical studies were retained for skill-level synthesis after screening, eligibility checking, and quality appraisal. The evidence indicates that metacognitive awareness positively supports all four skills, but the strongest and most consistent support appears in reading and listening, where planning, monitoring, directed attention, problem solving, and evaluation directly regulate comprehension. Evidence for speaking and writing is also positive but more context-dependent because productive skills require learners to coordinate linguistic knowledge, task demands, anxiety, fluency, genre awareness, feedback, and revision. The review concludes that metacognitive awareness should be taught as an integrated, cross-skill competence rather than as isolated strategy training.
Mudapa.my.id as User-Centered Digital Civic Communication: Website-Based Pancasila Education, Student Interest, and SDG 4 in an Indonesian Vocational School Wahit Wahyu Sugeng Prayitno; Kuncahyono; Agus Tinus
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.532

Abstract

Digital civic learning is increasingly important in vocational education because civic values must remain meaningful in technology-mediated learning environments. However, Pancasila Education is still often delivered through teacher-centered explanation and static materials, reducing student interest and limiting active participation. This study developed and evaluated Mudapa.my.id, a website-based learning medium for Pancasila Education at Vocational High School (SMK) Muhammadiyah 2 Pagak, Malang, Indonesia. The study employed research and development using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, classroom observation, interviews, student learning-interest questionnaires, and student response questionnaires. The platform provides role-based access for administrators, teachers, and students and includes digital materials, videos, assignments, quizzes, and LMS-supported learning activities. The findings indicate that the product was very feasible in terms of material (85.00%) and media design (86.25%), while the language dimension reached the feasible category (70.00%) after revision. Student learning interest reached 87.30%, and student response reached 91.60%, both in the very good category. These findings show that Mudapa.my.id is a feasible and well-accepted medium for inclusive, user-centered digital civic learning in vocational schools, with practical relevance for SDG 4-oriented quality education.
How Do Different Generations Communicate on Social Media? A Comparative Analysis of Language Styles, Emoji Usage, and Visual Elements Inamul Azad; Sugandha Chhibber; Azra Tajhizi
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.
Morphological Productivity and Lexical Innovation in Swahili: Digital Communication and Language Transformation in Social Media Spaces Prisca Boniphace Makulilo
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 Shazia Hamid; Anthonia Awhinawhi
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.

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