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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 25 Documents
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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.
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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