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INDONESIA
Indonesia Technology-Enhanced Language Learning (iTELL) Journal
Published by Indonesia Technology-Enhanced Language Learning
ISSN : -     EISSN : 30642841     DOI : https://doi.org/10.66611/itell
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
Aims & Scope The Indonesia Technology-Enhanced Language Learning (iTELL) Journal is a scientific journal published by the Indonesia Technology-Enhanced Language Learning (iTELL) Association, in collaboration with the Faculty of Language and Arts (Fakultas Bahasa dan Seni), Universitas Kristen Satya Wacana (UKSW). This collaboration is formalized through a joint agreement on the management of the journal. The iTELL Journal publishes scholarly articles focusing on digital learning in language education contexts. It is published biannually, with issues released in June and December. The journal is registered with an E-ISSN 3064-2841. Specifically, the scope of iTELL Journal includes: Active learning Adaptation to a flexible learning environment Artificial Intelligence in language instruction Chatbots in language instruction Collaborative technologies applied to language instruction Cyber-culture, identity, and language Design thinking and technology Digital game-based learning Digital learning Distance education and MOOCs Educational simulations and games E-learning and the challenges Ethics in digital environments Flipped learning and virtual flipped learning Impact of technology use related to language instruction Innovative/digital/hybrid pedagogies Learning experience design Mobile learning in language instruction National, regional and international challenges and/or reforms in digital learning Online systems in support of education Teacher education and technology integration Teaching learning practices with social media technologies and beyond Technology Enhanced Language Learning (TELL) Technology-based assessment and practices in language instruction Technology-based media development and evaluations in language instruction The role of teacher and learner in technology-mediated learning Virtual communities and teaching-learning practices Xtended Reality (Virtual, Augmented, and Mixed reality systems)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
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Search results for , issue "Vol. 2 No. 1 (2025)" : 6 Documents clear
The Anchorage of Technology at Maritime English Class: A Case Study at Barombong Maritime Polytechnic Nursyam; Ratno; Rony
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 1 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700070

Abstract

This research examines the significant role of technology in education at Barombong Maritime Polytechnic, particularly in teaching Maritime English. Using a mixed-methods approach that combines qualitative and quantitative analysis, the research examines how technology affects the effectiveness and engagement in Maritime English learning. The findings underscore the crucial role of technology at various stages of learning, from preparation to evaluation. The use of technology, including compiling e-books, leveraging YouTube for content delivery, and utilizing the Marlin Test app, demonstrates a wide range of applications in enhancing learning outcomes. Throughout the learning process, the frequent utilization of technology-based tools and platforms fosters an interactive and supportive learning environment conducive to effective learning. From computers and projectors to applications such as Wordwall and Zoom Meeting, technology enriches the educational experience, provides access to a variety of resources, and facilitates collaboration between students and educators. Additionally, technology-supported evaluation methods, such as Google Forms for theory exams and video recording for speaking assessments, offer a more efficient and comprehensive approach to assessing student progress and proficiency.
Exploring the Impact of Artificial Intelligence (AI) Tools in Providing Writing Feedback for EFL Learners Shevanya Natalie
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 1 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700073

Abstract

This study explores the perceptions of EFL students regarding the use of AI-powered tools, such as Grammarly and ChatGPT, in enhancing their academic writing skills. Employing Davis’s Technology Acceptance Model (TAM) as a theoretical framework, the research examines three primary dimensions: perceived usefulness (PU), perceived ease of use (PEOU), and AI vs Human Feedback. Six undergraduate students from a university in Indonesia participated in semi-structured interviews, which were analyzed using thematic analysis. Findings indicate that students value AI tools for their real-time, grammar-focused feedback, which improves coherence, clarity, and writing efficiency. However, students often preferred human feedback for its contextual depth and personalized nature, especially for complex tasks. While AI tools were praised for their accessibility and time-saving features, their inability to fully capture individual writing styles and contexts highlighted the need for a hybrid feedback approach. This study suggests combining AI and human feedback to provide comprehensive support, balancing technical accuracy with nuanced developmental guidance, thus fostering enhanced learning experiences for EFL learners
Dubbing Method and Learning Videos for Improving Students' English Speaking Amir Hamzah; Nareswari Nisita; Abdul Karim; Laura Thea Esmeralda
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 1 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700074

Abstract

Many students continue to perceive English as a challenging language to master. Furthermore, they often lack confidence and fear making errors. This study aimed to assess students' English speaking skills following the implementation of the dubbing method and the use of video learning materials. The research employed a pre-post-test experimental design involving a single group. Data collection and analysis methodologies encompass observation, interviews, and documentation. The analysis of data is conducted through categorization and comparison, which includes the following classifications: dissatisfied category (AS), moderate category (F), good category (G), very good category (VG), and excellent category (E). The findings from the pre-test indicated that there were 7 students in the US category, 21 in the F category, 13 in the G category, 3 in the VG category, and none in the E category. In contrast, the post-test results revealed no students in the US category, 6 in the F category, 20 in the G category, 17 in the VG category, and 1 in the E category. The positive impact of employing the dubbing method is evident in the enhancement of students' English speaking abilities. This is supported by the pre-test results, which showed students in the US category, a category that was absent in the post-test results. Additionally, no students were found in the E and AS categories in the post-test. Therefore, the dubbing method proves to be an effective strategy in the educational process for improving students' proficiency in spoken English.
Reading Before Writing: A Foundational Skill in AI-enhanced L2 Classrooms Willy A. Renandya; Flora D. Floris
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 1 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700075

Abstract

This paper looks at how Artifiical Intelligence (AI) tools are changing the way writing is taught in second language classrooms. Since these tools can handle grammar and sentence structure, students can spend more time focusing on their ideas and how they communicate them. To use AI well, students need strong reading skills, especially the ability to read widely and think carefully about what they read. This paper explains why reading is now more important than ever, shares ideas from research, and gives practical tips for teachers. It also highlights the changing role of the writing teacher, who now acts more as a guide—helping students make good choices, think critically about AI output, and develop their own voice as writers.
Writing Application in English Language Teaching: A Systematic Literature Review From 2013-2024 Lita Saleppang; Salasiah Ammade
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 1 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700077

Abstract

This article aims to examine the development and application of digital applications in teaching English writing skills, focusing on two main categories: web-based applications and mobile applications. This study uses a literature review approach analyzed through literature mapping from the Connected Papers platform, with publications ranging from 2013 to 2024. The findings indicate that web-based applications such as Google Docs and Canvas significantly enhance students' writing skills through online collaboration, real-time feedback, and structured revision processes. On the other hand, mobile applications such as WhatsApp and Google Slides support writing skills in a more flexible informal context, emphasizing social interaction, collaboration, and out-of-class learning engagement. Both types of applications have their own advantages and challenges and can be used complementarily in hybrid and adaptive English writing instruction. The implications of these findings highlight the importance of technology-responsive instructional design, teacher training in digital literacy, and pedagogical adaptation to students' social and cultural contexts. This article recommends further research on the long-term effectiveness of digital applications in improving students' writing competencies, as well as the development of sustainable and inclusive implementation strategies in ESL and EFL learning environments.
Exploring Non-English Majors’ Perceptions Towards ChatGPT in Enhancing Speaking Accuracy: A Mixed-methods Study in HUIT Huong Giang Nguyen; Vu Diem Thuy Tran
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 1 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700078

Abstract

This study investigated non-English major sophomores’ perceptions of using ChatGPT to enhance speaking accuracy (SA) at Ho Chi Minh City University of Industry and Trade (HUIT). Conducted over eight weeks with 137 participants, and based on the Technology Acceptance Model (TAM), the research used mixed-methods quasi-experimental design to have a deeper insight about how students perceived ChatGPT’s ease of use and usefulness in developing SA in terms of pronunciation, grammar and vocabulary. The findings revealed a slight enhancement in post-test compared to pre-test, particularly in vocabulary and grammar. Most students perceived ChatGPT is user-friendly and beneficial for language learning; however, it was suggested to be a supporting tool rather than a substitution for human teachers. The findings highlight promises of AI tools to assist speaking development in EFL contexts, offering practical implications for educators, universities and EdTech developers.

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