cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Finita Dewi
Contact Email
finita@itell.or.id
Phone
+6285974921440
Journal Mail Official
journal@itell.or.id
Editorial Address
https://itell.or.id/journal/itelljournal/about/editorialTeam
Location
Unknown,
Unknown
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 25 Documents
 1   2   3 
EFL Teaching Method for Young Learners in Digital Era Ummi Ashim Azzahra
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700096

Abstract

Teaching English to young pupils in the digital age requires innovative methods considering their psychological characteristics. The most crucial factors for teaching English to young learners, particularly those between the ages of four and five, are selecting the right teaching strategy and handling techniques for the classroom and choosing instructional materials that complement these strategies. This study has two main goals: first, to identify the English teaching methodology being employed at Beetle Bug Bilingual Kindergarten Semarang; second, to provide an explanation of the method's rationale based on a review of the literature, highlighting both the method's strengths and areas for improvement. This is observation-based research in which all of the results are discussed qualitatively. The study found that the teacher combined Communicative Language Teaching with the Situational Language Teaching method. She employed creative strategies to capture the students' attention during their lessons because they were still learning to write the alphabet. The fact that there was no crying or disruption during the education process indicates that the students exhibited good conditioning.  
Man Vs Machine: Battle of Wits in Writing Sarifah Achmad; Angelina Pasha Rami Pratiwi
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700097

Abstract

This study intended to compare the short stories written by students and those generated by AI. The use of AI in the current educational context seems inevitable without opposition in the creative writing field. Administering creative writing scoring rubrics, a comparative study employing analysis was carried out. The four aspects of short story writing: 1) Image, 2) Voice, 3) Characterization, and 4) Narrative, were examined. The scoring rubric aspects were instigated as the comparison value. Through the study, the following results were described: 1) There were similar and different qualities performed by students written short stories and AI-generated short stories, 2) There were dominances and lowliness aspects performed by students written short stories and AI-generated short stories, 3) The dominance of students written short stories were pertained to the characterization and voice, while the AI-generated short stories were dominant in Image application. For the narrative aspects of the short stories, it was found a tie. This study implied that language learners to use AI carefully particularly in the field of creative writing.
Breaking Barrier of Perplexity: How AI Tackles Brainstorming in Academic Writing Anggytha Mutiara; Diva Maulida; Lilia Indriani
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700098

Abstract

Artificial Intelligence has become a hot topic in recent years, with increasing interest in its potential as a writing aid. Brainstorming ideas has been a challenge for students in writing articles. Furthermore, with the development of Artificial Intelligence, such as Perplexity as a writing aid, it can elaborate new ideas in brainstorming accompanied by relevant sources and make writing articles more efficient. This study reports students’ perspective towards Perplexity as Artificial Intelligence to brainstorm ideas in academic writing. Qualitative methods with interviews as the instrument was used in doing the research. The sample is from the English Department Study Program in one of the Universities in Central Java, Indonesia. To gather the data for this research, close-ended and semi-structured interviews are combined to gain more information. The results explored the challenges of Artificial Intelligence in teaching and learning in 5.0 society. Moreover, AI can be a useful tool in facilitating the brainstorming process, there are still some barriers that need to be overcome.
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.
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.
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.
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.  

Page 2 of 3 | Total Record : 25

 1   2   3 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 2 (2025) Vol. 2 No. 1 (2025) Vol. 1 No. 2 (2024) Vol. 1 No. 1 (2024)