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Zul Anwar
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Journal of Linguistics and Language Education in Technology
Published by Bale Penelitian Dan Publikasi Ilmiah
ISSN : -     EISSN : 31647499     DOI : https://doi.org/10.36312/jllet
Core Subject :
The Journal of Linguistics and Language Education in Technology (JLLET) is uniquely positioned to explore the intersection of language, linguistics, and technology within educational contexts. Its scope encompasses a wide range of topics that examine how technology influences language acquisition, teaching methodologies, and linguistics research. This includes, but is not limited to, studies on the use of digital tools in language learning, the development of language learning apps, the integration of artificial intelligence (AI) in teaching languages, and the impact of online platforms on language pedagogy. Furthermore, JLLET can focus on innovative research in areas such as corpus linguistics, natural language processing, and machine learning as applied to language education. It is also well-suited for addressing the pedagogical challenges and opportunities brought about by the rapid advancement of technology in the classroom, with a particular emphasis on enhancing communicative competence and language proficiency in both native and second-language learners. The journal could also explore the socio-cultural implications of technology in language learning, investigating how digital tools affect linguistic diversity, language policy, and multilingualism in educational settings. With a broad, yet focused approach, JLLET can foster valuable insights into the evolving relationship between language and technology, contributing to the development of more effective, inclusive, and technologically enriched language education practices.
Arjuna Subject : -
Articles 5 Documents
 1 
Investigating Inservice English Teachers' Educational Complexity and Professional Development: Learning Practices for Metacognitive Awareness and Technology Ahmad Ayoub; Mohammed Yasser
Journal of Linguistics and Language Education in Technology Vol. 1 No. 1 (2026): Juni
Publisher : Journal of Linguistics and Language Education in Technology

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Abstract

This study investigates the educational complexity experienced by inservice English teachers in Iran and examines how metacognitive awareness and digital literacy contribute to their professional development and their capacity to support EFL learners effectively. The study is grounded in the view that English teachers work within a demanding educational environment shaped by institutional regulations, policy expectations, examination pressure, sociocultural demands, and learner diversity. A qualitative research design was employed to gain an in depth understanding of teachers’ lived experiences and professional practices. The participants were 13 certified inservice English teachers with more than six years of teaching experience, selected through purposive sampling. Data were collected through semi structured interviews and classroom observations, then analyzed using the interactive qualitative model of data condensation, data display, and conclusion drawing and verification. The findings reveal that educational complexity shapes teacher development as a process of continuous negotiation rather than a simple mastery of instructional techniques. Teachers’ professional growth was influenced by tensions between policy and classroom realities, identity work, emotional labor, and the need for context-sensitive professional development. The study also found that metacognitive awareness strengthens teachers’ ability to plan, monitor, evaluate, and reflect on their instruction, while digital literacy expands their ability to create more authentic, engaging, and technology-enhanced learning opportunities. Most importantly, the findings show that metacognitive awareness and digital literacy operate most effectively in synergy, enabling teachers to use technology in reflective and pedagogically meaningful ways. The study implies that professional development programs in Iran should adopt a more holistic approach that integrates reflection, agency, emotional resilience, and digital competence.
Investigating EFL Learners’ Self-Efficacy During the Integration of Online Learning Using Mobile Learning Experience Martha Betaubun; Xue Yang Hoe; Nakahashi Atsuko
Journal of Linguistics and Language Education in Technology Vol. 1 No. 1 (2026): Juni
Publisher : Journal of Linguistics and Language Education in Technology

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Abstract

This study investigates EFL learners’ self-efficacy during the integration of online learning using smartphone-based mobile learning experiences in Indonesia and Japan. The study was motivated by the growing use of smartphones as accessible learning tools in English language education and by the need to understand how learners’ beliefs in their own capabilities influence language learning and time management in online environments. The research aimed to examine how self-efficacy is manifested in smartphone-based online learning and to analyze how it contributes to the development of language skills and time management. This study employed a qualitative research design involving 35 EFL learners and 7 EFL teachers who had experienced or taught in mobile learning classrooms. Data were collected through semi-structured interviews and classroom observations and analyzed using data condensation, data display, and conclusion drawing. The findings revealed that learners’ self-efficacy was manifested through technological confidence, learning confidence, and self-regulatory confidence. In Indonesia, self-efficacy was shaped more strongly by internet access, digital literacy, and institutional support, while in Japan it appeared more closely linked to autonomous regulation, disciplined task engagement, and self-monitoring. The findings also showed that self-efficacy contributed to language development by encouraging repeated practice, active participation, and strategic use of smartphone-based resources across listening, speaking, reading, and writing activities. In addition, it supported time management through better task planning, deadline control, and productive use of smartphones for academic purposes. The study concludes that self-efficacy is a central factor in understanding how smartphone-based online learning can support meaningful EFL learning outcomes across different educational contexts.
Exploring Characteristics of Technology in English Language Instruction Striving for EFL Teachers Excellence Ahmad Bayu Kusumo; Hou Wang Qian; Hagehowa Cubarsi
Journal of Linguistics and Language Education in Technology Vol. 1 No. 1 (2026): Juni
Publisher : Journal of Linguistics and Language Education in Technology

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Abstract

This study explores the main characteristics of technology in English language instruction and examines how these characteristics influence the pursuit of EFL teachers’ excellence in technology-enhanced teaching. The study is grounded in the growing integration of digital tools into language classrooms and the increasing expectation that EFL teachers not only use technology, but also align it with pedagogical goals, learner needs, and ethical responsibilities. Employing a qualitative research design, the study involved 9 EFL teachers who had applied mobile learning experiences in their English teaching. Data were collected through semi-structured interviews and classroom observations, then analyzed using an interactive qualitative model consisting of data condensation, data display, and conclusion drawing or verification. The findings reveal that the main characteristics of technology in EFL instruction are manifested through accessibility, interactivity, multimodality, flexibility and personalization, authenticity, and efficiency in assessment and feedback. These characteristics were not found to function as isolated technical features, but as pedagogical dimensions mediated by teachers’ professional judgment and classroom decision-making. The study also shows that these characteristics influence teacher excellence by strengthening pedagogical alignment, digital-pedagogical competence, ethical professionalism, and the transformation of teacher roles from content transmitters into designers, facilitators, curators, and mentors. The study concludes that excellence in technology-enhanced EFL teaching is not determined by technological sophistication alone, but by the teacher’s ability to integrate technology critically, contextually, and humanely. The findings imply that professional development in EFL education should emphasize reflective, ethical, and pedagogically grounded uses of technology to support meaningful language learning in contemporary classrooms.
Inventigating EFL Learners' Conceptual Understanding of Technology: A Lesson from Rural Area Schools Muhammad Yani; Mohamed Cambiasso; Adesh Acharya
Journal of Linguistics and Language Education in Technology Vol. 1 No. 1 (2026): Juni
Publisher : Journal of Linguistics and Language Education in Technology

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Abstract

This study investigates EFL learners’ conceptual understanding of technology in rural area schools and examines how such understanding influences their use of digital tools for English language learning. The study is grounded in the concern that rural learners are often exposed to digital devices and online platforms, yet their use of technology may remain largely procedural rather than strategic and reflective. To address this issue, the study employed a qualitative research design involving 47 EFL learners who were familiar with online learning classrooms. Data were collected through semi-structured interviews and classroom observations and were analyzed using thematic analysis. The findings reveal that most learners conceptualized technology primarily as a practical resource for accessing English materials, checking vocabulary, using translation applications, improving pronunciation, and participating in online learning activities. However, their understanding was largely instrumental, with only a smaller number of learners demonstrating deeper awareness of how digital tools shape learning processes, communication, and knowledge access. The study also found that conceptual understanding significantly influenced how learners used technology to develop English language skills. Learners with stronger conceptual understanding tended to use digital tools more strategically, selecting them according to specific language learning purposes and engaging in more autonomous learning practices. In contrast, learners with weaker conceptual understanding used technology in a more procedural and dependent manner. The study concludes that conceptual understanding serves as an important link between technological access and meaningful language learning. It therefore suggests that rural EFL pedagogy should move beyond operational technology use and foster learners’ critical, strategic, and reflective engagement with digital tools.
Technology-Based English Language Learning in Improving EFL Learners’ Digital Literacy and Reading Comprehension Jemima Mai; Pam Akemi Marie; Lume Lume
Journal of Linguistics and Language Education in Technology Vol. 1 No. 1 (2026): Juni
Publisher : Journal of Linguistics and Language Education in Technology

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Abstract

This study investigated how technology-based English language learning supports the development of digital literacy and reading comprehension among EFL learners and identified the pedagogical factors that influence its effectiveness. The study employed a qualitative research design to capture learners’ experiences and classroom practices in depth. Participants were 37 EFL learners from private schools in Thailand who were accustomed to online learning classrooms and digital reading activities. The data were collected through semi-structured interviews and classroom observation, then analyzed using data condensation, data display, and conclusion drawing or verification. The findings revealed that technology-based English learning strengthened learners’ digital literacy by increasing their ability to navigate online platforms, access digital resources, and use tools such as links, dictionaries, and interactive features for academic purposes. It also supported reading comprehension by making texts more accessible, interactive, and multimodal through highlighting, translation aids, audio support, and opportunities for rereading. In addition, the findings showed that technology encouraged learner autonomy, as students became more independent in solving comprehension difficulties and managing their own reading processes. However, the study also found that these benefits were shaped by pedagogical conditions. Teacher scaffolding, purposeful task design, learner readiness, interaction and feedback, and classroom management determined whether technology functioned as a meaningful learning support or merely as a delivery tool. The study concludes that technology can enhance EFL learners’ digital literacy and reading comprehension when it is integrated with clear instructional goals and guided pedagogical support. These findings imply that effective technology integration in EFL classrooms should prioritize both literacy development and pedagogically structured learning experiences.

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