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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. 2 (2025)" : 6 Documents clear
From Computer-Assisted Language Learning (CALL) to Augmented Reality (AR): Technological Interventions in Bilingual Language Learning Abdur Rahman
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 2 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700071

Abstract

Bilingual education is a critical component of modern educational practices, aimed at fostering bilingualism and improving academic success. Technology-enhanced language learning (TELL) has emerged as a transformative tool in this domain. This paper explores TELL's impact on bilingual education by synthesising theoretical frameworks, examining diverse technologies, evaluating effectiveness, and addressing implementation challenges. The theoretical foundations include constructivism, sociocultural theory, and cognitive load theory. Constructivism highlights the active construction of knowledge through interactive technology-based environments, while sociocultural theory emphasises collaboration and cultural exchange. Cognitive load theory guides the efficient design of TELL materials to enhance learning outcomes. Technologies such as computer-assisted language learning (CALL), mobile apps, virtual reality (VR), augmented reality (AR), and online collaboration tools are instrumental in TELL. These platforms offer personalised learning experiences, immersive environments, and opportunities for synchronous and asynchronous interactions, significantly improving language proficiency, cultural understanding, and overall educational outcomes. Despite its potential, challenges like limited access to technology, varying digital literacy levels, and the need for teacher training hinder widespread adoption. Addressing these obstacles requires promoting equitable access, enhancing digital skills, and providing professional development for educators. Future research should prioritise innovative TELL approaches, long-term evaluations, and best practices for effective integration into bilingual education. By influencing technology and theoretical insights, TELL has the potential to revolutionise bilingual education, fostering interactive, engaging, and culturally enriched learning experiences while empowering global citizens in a digital age.
Brainstorming Implementation on Students’ Difficulties in Listening Skills Irmawaty Hasyim; Salmia Syarifuddin
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 2 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700072

Abstract

The aim of this research was to describe how the brainstorming technique worked in improving students’ difficulties in comprehending listening audio recordings in a listening class. Brainstorming was the process of generating new ideas without criticizing or evaluating those ideas during the class session to encourage students to participate freely and spontaneously in class discussion. As a result, the class atmosphere became relaxed, and students felt free and ready to follow the listening session. Brainstorming techniques involved pre-listening activities as well as while-listening and post-listening activities. In this research, the results of this free discussion were reflected in students’ free-writing tasks about their learning experiences in listening skills. This research applied a descriptive qualitative method, in which writing data were obtained from 24 students who attended a listening class in their first year in the 2024–2025 academic year. The research instruments were texts, audio recordings, and written observation sheets.
Digital Reading Platforms in ELT: A Global Review of Practices and Impacts (2015-2025) Annisa Fadillah; Salasiah Ammade
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 2 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700076

Abstract

The goal of this study is to present a thorough worldwide summary of how digital reading platforms have been incorporated into English language teaching (ELT) throughout the 2015–2025 timeframe. Platforms such as Epic!, ReadWorks, Raz-Kids, and M-Reader have had a significant impact on how reading is taught, practiced, and assessed in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts due to the growing role of digital technologies in education, particularly during the COVID-19 pandemic. This study examined academic publications indexed in Scopus, Web of Science, Google Scholar, and the Connected Papers platform using a qualitative methodology and a systematic literature review strategy. Four main themes emerged from the review and classification of the articles: the difficulties, types, impacts, and efficacy of digital reading platforms. Research indicates that while digital platforms offer benefits including enhanced motivation, tailored learning, accessibility, and engagement, they also present challenges. These include issues related to privacy and data justice, multimedia distractions, the digital divide, and inadequate teacher preparation. Additionally, it has been demonstrated that digital technologies affect students’ digital identities, instructor autonomy, and institutional frameworks. According to the study’s findings, pedagogical integration and the broader educational ecosystem are just as important to the efficacy of digital reading platforms as the technology itself. In order to ensure the ethical and effective use of digital technologies in ELT globally, the review emphasizes the necessity of critical implementation, contextual adaptation, and multidisciplinary cooperation.  
The Application of TPACK (Technological Pedagogical Content Knowledge) in English Teaching Using Schoology Inggraini Hartono; Siti Mina Tamah
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 2 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700079

Abstract

This study aims to find out their application of TPACK (Technological Pedagogical Content Knowledge) using Schoology and explored the impacts Schoology-based English teaching have on teachers and students. The study employed two methods: class observation and interview by involving three English teachers and forty-five students aged 15-17 years old from a private middle school in Indonesia. This study reveals that the positively perceived advantages outnumber the perceived disadvantages, making Schoology still the recommended LMS to be used in schools to implement TPACK. Regarding the application of TPACK in Schoology-based English instruction found in this study, the teacher-centeredness is still present in the delivery of material via PowerPoint and only one learning model is used throughout the lesson. Thus, it is recommended for schools to plan for prior TPACK and Schoology training to maximize the use of TPACK and Schoology features.
A Preliminary Investigation of EFL Students' Intention to Use ChatGPT: A Structural Equation Modelling Paulus Widiatmoko
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 2 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700080

Abstract

This study is encouraged by pervasive advocacy for generative AI, despite emerging debates on their ethical concerns and use in academic environments. The research explores a model assesssing students’ beliefs and intentions to use ChatGPT. Utilizing the framework of Behavioral Reasoning Theory (BRT) and the Extended Theory of Planned Behavior (TPB), a post-positivist research design was employed. Overall model validity and reliability was gained along with dynamic correlation between variables in the model, including behavioral beliefs, perceived usefulness, social influence, perceived behavioral control and ethical considerations. In addition, this study suggests empirical data for the predictive power of beliefs and intention. As a pilot study, this research offers significant roles of motivational drives to use ChatGPT affecting students’ beliefs of the technology. Moreover, initial insights on the significant effects of demotivating factors to use the technology towards the participants’ subjective norms could be further explored in subsequent studies. ­
From Bytes to Attitudes: Unpacking Students' Cognitive, Affective, and Behavioral Responses to AI  Pelin Derinalp
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 2 No. 2 (2025)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700081

Abstract

This study aims to explore secondary and high school students' attitudes towards artificial intelligence (AI) in affective, behavioural, and cognitive dimensions and to analyse the relationships between these attitudes using multilevel and structural equation modeling. The study was conducted with quantitative data obtained from 702 students and 8 English as a Foreign Language teachers. Multilevel models were constructed considering students' gender, grade level, previous use of AI, and teacher-related classroom effects. The findings demonstrated that students who had previously used AI exhibited more positive attitudes in all attitude dimensions. In addition, cognitive attitudes significantly predicted affective attitudes, affective attitudes significantly predicted behavioural attitudes, and affective attitudes played a partial mediating role in this relationship. Although the teacher effect was limited, it provided a significant contribution to the model. These results reveal that students' attitudes towards AI are influenced not only by individual but also by contextual factors, and emphasize that strategic planning for AI integration in educational environments needs to be designed by considering multilevel structures.­­­­­

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