The use of technology in English Language Teaching (ELT) has revolutionized the field of education by providing previously unheard-of chances for language acquisition. High school students in Indonesia who are learning English as a foreign language (EFL) stand to gain a great deal from technology-enhanced training. The purpose of this research is to examine how technology-enhanced instruction affects the language competency and learning outcomes of high school students in Indonesia. A quantitative method was used. Thirty-one Indonesian high school students were selected for the study using stratified random sampling. Speaking, reading, and writing language competency tests were among the ways used to obtain the data. Statistical Packages for Social Sciences (SPSS) version 25 was used for data analysis, which included descriptive statistics and inferential statistics (t-tests). This study shows how technology-enhanced instruction can transform ELT in Indonesian high schools and offers stakeholders, educators, and policy-makers useful information for creating successful language learning initiatives. The results highlight the significance of using technology to improve language learning outcomes and have ramifications for language instruction around the world.

This study aims to describe the application of the Scrumble method (a game of arranging letters/words) in an effort to improve the learning outcomes of Indonesian language in grade 3 students at SD 002 Rambah. Low interest in reading and mastery of vocabulary is the background for this research. The research method used is qualitative descriptive with a Class Action Research (PTK) design consisting of two cycles. The subject of the study was a 3rd grade student of SD 002 Rambah. Data collection techniques are carried out through participatory observation, in-depth interviews, and documentation of student work. Data analysis uses interactive analysis techniques that include data reduction, data presentation, and conclusion drawn. The results of the study show that the application of the Scrumble method is able to create an active and fun learning atmosphere. Qualitatively, there was a significant increase in students' ability to compose sentence structures, vocabulary enrichment, and courage in expressing ideas in writing. The improvement in learning outcomes can be seen from the completeness of the material understanding which is more evenly distributed than before the application of the method. It can be concluded that the Scrumble method is effective in improving the quality of the Indonesian language learning process and outcomes of elementary school students.

Exploring the Association Between English Language Learners' Psychological Motivation and Learning Outcomes with the Help of Big Data Analysis Techniques

This study aims to determine the effect of gamification-based learning media through the Padlet application on Indonesian language learning outcomes in the material "Self-Expression through Hobbies" for fifth-grade students at SDN 117505 Panjang Tongah in the 2025/2026 academic year. The type of research used is quantitative research with a quasi-experimental method and a nonequivalent control group design. The study population was all fifth-grade students, totaling 50 students. The sample was determined using a purposive sampling technique, with class V-A as the experimental class that received treatment using gamification-based learning media (Padlet), totaling 23 students, and class V-B as the control class with conventional learning, totaling 27 students. The research instrument used a multiple-choice test consisting of 20 questions that had been tested for validity, reliability, difficulty level, and discriminating power. Data analysis techniques used normality tests, homogeneity tests, and hypothesis testing with an independent sample t-test. The results showed a significant difference in learning outcomes between the experimental class and the control class. The average posttest score of the experimental class was 88.04, higher than the control class's 63.33. The hypothesis test results obtained a significance value of 0.000 < 0.05 and a t-count of 8.298 > t-table 2.010, so H1 was accepted and H0 was rejected. Thus, it can be concluded that there is a significant effect of using gamification-based learning media through the Padlet application on the Indonesian language learning outcomes of fifth-grade students at SDN 117505 Panjang Tongah

The expansion of digital communication has changed the ways second language learners engage with English. Among these developments, microblogging platforms such as Twitter/X and Threads provide spaces for written interaction and language use beyond the classroom. This study examines the impact of microblogging platforms on ESL learners’ writing fluency and vocabulary acquisition. The study is informed by Lev Vygotsky’s Sociocultural Theory, with particular attention to the concepts of social interaction and the Zone of Proximal Development (ZPD). A quantitative research design was used, with data collected from university-level ESL learners through structured close-ended questions and one open-ended question. Participants had experience using microblogging platforms ranging from six months to two years. The data were analyzed to explore the relationship between microblogging use and language learning outcomes. The findings show that learners who regularly use microblogging platforms demonstrate improvement in writing fluency and vocabulary acquisition. These learners report greater ease in expressing ideas in written English and a broader use of vocabulary. Frequent users also indicate lower levels of writing anxiety compared to less active users. In addition, microblogging platforms appear to support motivation for writing, with learners engaging in more frequent written communication than in traditional classroom settings. The study suggests that microblogging platforms can be used as supportive tools in ESL learning environments to promote writing practice and vocabulary development through social interaction.

This study investigates the role of mobile apps in preserving Nigerian indigenous languages and cultural narratives through digital storytelling. The research employs a mixed-methods approach, combining quasi-experimental design and case studies across different Nigerian indigenous groups. Data collection methods include online questionnaires, in-depth interviews, focus groups, and app analytics, targeting Yoruba, Igbo, Hausa, and other minority language communities. Quantitative analysis using SPSS compares the effectiveness of mobile apps to traditional language learning methods, while qualitative thematic analysis with NVivo explores the impact of digital storytelling on cultural narrative transmission. The study evaluates language proficiency gains, user engagement patterns, and community adoption of mobile technologies. Preliminary results indicate that mobile apps significantly enhance language learning outcomes compared to traditional methods, particularly among younger users. Digital storytelling emerges as a powerful tool for cultural preservation, fostering intergenerational connections and increasing engagement with indigenous narratives. This research contributes to the growing body of knowledge on technology-assisted language preservation. The findings have practical implications for app developers, educators, and policymakers working to safeguard Nigeria's linguistic diversity. Future research could explore long-term impacts of these technologies on language revitalization efforts and expand the study to other indigenous contexts globally.

The integration of artificial intelligence (AI) technologies into language learning has become an essential field of research because it promises to adapt educational experiences to individual learners. With the rapid progress of automatic learning algorithms, adaptive learning systems can now immediately analyze learners' progress and adjust content and delivery methods accordingly. This adaptability improves the personalization of linguistic education, allowing students to engage more deeply with the material at their own pace and skill level. This study aims to explore how AI-driven technologies can improve personalized language learning experiences through autonomous learning. This study focuses on adaptive learning systems powered by AI tools such as ChatGPT, DeepSeek, and Duolingo, developing user engagement strategies, and exploring evolving implications for better results in language acquisition. This research uses a systematic thematic review methodology. Following the guidelines from Braun and Clarke (2006), systematically analyzed 59 peer-reviewed studies thematically. They were identified through academic databases (e.g., Scopus, Google Scholar, ERIC, JSTOR, Education Source) published during 2023-2025. Developed themes included AI for student autonomy, pocket teacher AI: feedback and learning apps, AI for diverse demographics and social inclusion, intelligent conversations: chatbots and language models, personalized learning, limitations, and access inequalities. The study shows that personalized learning helps students learn languages better. Students who use advanced AI tools remember more and manage their learning better than with traditional methods. In the end, the implications of this study highlight the potential of AI tools such as ChatGPT, DeepSeek, and Duolingo to enhance language education by facilitating personalized learning and helping learners achieve better language-learning outcomes.

This study explores the effectiveness of an Extensive Listening (EL) program using ER Central in improving university students' TOEFL listening comprehension. The program was implemented for one semester with 61 English course students, who underwent pre- and post-tests using the TOEFL listening section. The EL program, inspired by Extensive Reading (ER), emphasized regular exposure to authentic audio materials supplemented with text support. ER Central facilitated material delivery, progress tracking, and quiz administration. Findings revealed a significant improvement in students' listening scores, with an average increase of 26.89 points from pre-test (378.52) to post-test (405.41). A paired t-test confirmed the statistical significance of this improvement (t = -5.085, p < 0.001). However, correlations between the number of quizzes completed, average quiz scores, and score improvements were weak and insignificant, suggesting that frequent quizzes alone may not directly enhance listening comprehension. Pedagogically, the findings suggest that technology-supported extensive listening can promote learner autonomy and consistent practice, especially when aligned with standardized test formats such as TOEFL. Despite its success, limitations include the absence of a control group and the restricted generalizability of results. The findings underscore the need for tailored materials aligned with TOEFL question formats and a holistic approach integrating diverse listening strategies. This research contributes to understanding how technology-enhanced EL programs can optimize language learning outcomes.

ABSTRACT Digital game-based language learning (DGBLL) has transitioned from a pedagogical novelty to a credible instructional approach in L2 education, encompassing both educational games and commercial games used for language learning. Despite mounting evidence that DGBLL can enhance language learning outcomes, learner engagement, and motivation, its uptake remains limited, and little is known about the learner beliefs and contextual factors that condition willingness to adopt it. To address this gap, the present study proposes an extended Technology Acceptance Model (TAM) and analyzes valid responses from 249 Chinese undergraduates. This study tests the extended TAM using partial least squares structural equation modeling (PLS-SEM) for structural relations and fuzzy-set qualitative comparative analysis (fsQCA) to identify equifinal causal pathways. Results show that perceived usefulness (PU) is a strong predictor of intention to use (IU), exerting both direct and indirect effects through perceived ease of use (PEoU). PEoU influences IU and also shapes PU. Perceived learning benefits (PLB) positively influence both PU and IU, whereas perceived opportunities for experiential learning (POEL) strengthens PU and PEOU but does not directly affect IU. Prior video-gaming experience (VGE) predicts PU and PEoU but not IU, confirming its role as a distal antecedent. Complementing these net effects, fsQCA reveals multiple sufficient configurations, underscoring the conjunctural nature of adoption pathways. The study offers insight into DGBLL adoption and sustained use in Chinese EFL higher education, providing actionable implications for policymakers, educators, and administrators in terms of design priorities, implementation conditions, and curricular alignment.

This study examines the effectiveness of the PASSION teaching module in improving English language learning outcomes for rural junior high students. Grounded in an ecological systems perspective, the PASSION module, designed to address the unique challenges of remedial instruction in rural schools, integrates diagnostic tools, tailored teaching materials, structured instructional methods, and teacher development programs to support low-achieving students. Over a 3-year period, the module was implemented in three rural schools in H County, Taiwan, with data collected through a convergent mixed-methods approach. Quantitative data revealed significant improvements across four key English competencies, vocabulary, grammar, reading comprehension, and listening comprehension, tracked at six time points. The final year’s performance on the Comprehensive Assessment Program (the national high school entrance exam in Taiwan) also showed a notable reduction in the proportion of students below the competency level of the official assessment standard, compared with the cohort from the previous academic year, as well as a narrowing of the gap with all rural schools in H County. Qualitative insights from interviews with administrators, teachers, and students revealed five key themes: effective placement of students through accurate diagnostics, user-friendly teaching resources for teachers, heightened student engagement, beneficial feedback from peer observations, and increased motivation and achievement among both educators and students. Overall, the study suggests that the PASSION module effectively addresses learning disparities in rural settings, providing teachers with adaptable resources and fostering a highly engaging and positive learning environment that enhances student motivation and academic growth. These findings offer valuable insights for educators, policymakers, and researchers seeking to improve rural education and reduce achievement gaps.

Although technology-assisted Arabic language learning has attracted increasing scholarly attention, research specifically examining the use of the Wayground application to support Arabic grammar learning in higher education remains limited. This study aimed to explore the implementation of the Wayground application in Arabic language learning and its contribution to improving students’ understanding of Arabic grammar at Nahdlatul Ulama University of Purwokerto. A qualitative approach was employed using a descriptive case study design. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings indicate that the use of the Wayground application increased students’ engagement, supported interactive learning, and facilitated a clearer understanding of Arabic grammar concepts through technology-based activities. These findings contribute to the theoretical development of technology-enhanced language learning and broaden understanding of digital media integration in Arabic language education. The study concludes that the Wayground application plays an important role in fostering an engaging and effective Arabic language learning environment and recommends the integration of technology-based platforms to strengthen grammar instruction in higher education. The study further offers practical implications for optimizing digital learning tools and highlights the need for future research on the long-term effects of digital applications on Arabic language proficiency and learning outcomes.

This study aims to develop an Augmented Reality (AR)-assisted comic based on Balinese local wisdom to improve Indonesian language learning outcomes for third-grade elementary school students. The study employed a Research and Development method adapted from the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires and learning outcome tests and analyzed using both qualitative and quantitative methods. Product validity was evaluated by experts in content, media, and language, while practicality was assessed by 15 students and 11 elementary school teachers. Effectiveness testing employed a Non-Equivalent Control Group Pretest–Posttest Design involving 19 students per group. The developed comic integrates Balinese local stories, particularly the traditions of Pengrupukan and Nyepi Day, into a child-friendly visual medium enriched with AR features, including simple animations, videos, audio narration, and supporting visual objects. The comic was designed based on the Indonesian Language Learning Outcomes for Phase B. The results indicate that the product is highly valid, with a validity coefficient of 1.00, and highly practical, with a practicality score of 92.68%. It was also effective in improving students’ learning outcomes, particularly in reading and listening comprehension, understanding story content, and information retention, as indicated by an N-Gain score of 0.79 and a Cohen’s d effect size of 1.78. In conclusion, the AR-assisted comic is valid, practical, and effective as an interactive and contextual learning medium for elementary school students.

Abstract The rapid proliferation of digital technologies has fundamentally altered the landscape of English language teaching (ELT) across educational institutions worldwide. In the context of Indian higher education, the integration of digital tools presents both unprecedented opportunities and formidable challenges. This paper examines the current state of ELT in Indian colleges and universities in the digital age, exploring how educators are leveraging technology-enhanced learning environments, e-learning platforms, artificial intelligence (AI)-based tools, and multimedia resources to improve language learning outcomes. Simultaneously, it interrogates the barriers that impede effective digital integration — including the digital divide, inadequate infrastructure, teacher training deficits, and attitudinal resistance. Drawing on recent literature, policy frameworks such as the National Education Policy (NEP) 2020, and pedagogical theories, the paper argues that a balanced, contextually sensitive approach to digital ELT is imperative for equipping Indian students with 21st-century communicative competence. The study concludes with actionable recommendations for educators, policymakers, and institutions. Keywords: English Language Teaching (ELT), Digital Age, Indian Higher Education, Technology-Enhanced Learning, NEP 2020, Digital Divide, ICT in Education

As technology advances and globalization intensifies, creativity is increasingly recognized as a key competence for contemporary society. Enhancing students' creativity has thus become one of the priorities for educators and researchers. However, the traditional educational approach often fails to foster creative thinking and to address students’ individual differences. This study proposes the integration of mind-mapping (MM) and differentiated instruction (DI) into a Chinese course to boost students’ creativity and Chinese learning. More specifically, the study employs a quasi-experimental research design to investigate the impact of differentiated teaching methods and mind mapping learning strategies on junior high school students' Chinese language learning achievement and creativity. A total of 86 students aged 14–15 from three intact classes participated, and the classes were randomly assigned to three instructional conditions: experimental group I (Differentiated Instruction/DI, N = 28), experimental group II MM-DI (Mind-Mapping integrated Differentiated Instruction/MM-DI, N = 29), and a comparison group that received traditional lecture-based instruction (N = 29). A mixed-methods approach was adopted; quantitative data came from pretest–posttest measures of language learning outcomes and creativity, while qualitative data came from focus group interviews. The results showed significant within-group improvements in Chinese achievement and creativity across all instructional conditions. The MM-DI group showed the largest raw gains descriptively; however, ANCOVA analyses indicated no statistically significant differences among the three groups. Participants also reported that both DI and MM-DI were feasible approaches. Overall, the findings suggest that integrating DI and mind-mapping can support students’ growth in creativity and Chinese learning, while the extent of improvement should be interpreted as gains relative to each group’s own baseline. Based on these findings, educational implications and relevant practical recommendations are provided. • MM-DI showed the greatest within-group gains in Chinese achievement, followed by DI and lecture-based instruction. • MM-DI led to large improvements in both verbal and figural creativity across fluency, flexibility, and originality. • Heterogeneous roles, teacher scaffolding, and innovative teaching enhanced engagement, learning quality, and outcomes.

This study aimed to analyze the use of Wordwall as an interactive learning media in improving Indonesian language learning outcomes among third-grade elementary students. The research employed a descriptive qualitative approach focusing on the process and impact of Wordwall implementation in classroom learning. The participants included third-grade students and an Indonesian language teacher. Data were collected through observation sheets, interview guidelines, and assessment documents. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicated that the use of Wordwall increased students’ motivation and participation in learning. Interview data revealed improvements in students’ learning behavior, particularly in terms of activeness, cooperation, and enthusiasm during the learning process. Wordwall also helped simplify complex materials, such as direct and indirect sentences, through engaging game-based quizzes. Furthermore, the media supported differentiated learning by accommodating various learning styles, including visual, auditory, and kinesthetic. In conclusion, Wordwall is effective in creating an interactive, inclusive, and student-centered learning environment aligned with the principles of the Merdeka Curriculum.

Artificial intelligence (AI) has emerged as one of the most influential technological innovations shaping contemporary educational practices. In the field of English as a Foreign Language (EFL) education, AI-powered applications—including intelligent tutoring systems, automated writing feedback tools, and conversational chatbots—offer new opportunities to enhance language learning outcomes through personalized instruction and adaptive learning environments. This study investigates the role of artificial intelligence in improving English language learning outcomes among EFL students in international schools in Riyadh, Saudi Arabia. The research adopts a mixed-methods approach involving quantitative analysis of student learning outcomes and qualitative exploration of teacher perceptions. Data were collected from 312 students and 24 English language teachers across three international schools: Al-Alson International School, Glory Generation International School, and Leadership International School. Statistical analyses included descriptive statistics, correlation analysis, regression modeling, and structural equation modeling to examine the relationships between AI usage, learner engagement, learner autonomy, and English language achievement. The results indicate that AI-supported instruction significantly enhances writing performance, vocabulary acquisition, and student engagement in English learning tasks. Learner engagement emerged as the strongest predictor of overall English achievement, highlighting the importance of interactive and student-centered learning environments. Teachers reported generally positive attitudes toward AI integration while emphasizing the need for professional training and clear institutional guidelines to ensure responsible use. The findings suggest that AI technologies can substantially improve EFL learning outcomes when integrated within pedagogically structured instructional frameworks supported by teacher guidance and institutional policy. This study contributes to the growing body of research on artificial intelligence in language education by providing empirical evidence from the international school context in Saudi Arabia.

This study examines the effectiveness of Artificial Intelligence tools in enhancing English language acquisition and teaching strategies within an Environmental, Social, and Governance perspective. A predictive modeling design was employed using a simulated cohort of 210 undergraduate students and 35 instructors. The study analyzed pre- and post-intervention outcomes alongside inferential statistical methods, including paired sample t-tests and regression analysis. The modeled results indicate significant improvements in vocabulary, pronunciation, and writing skills, with vocabulary showing the highest gain. Additionally, engagement indicators suggest increased learner motivation, autonomy, and preference for AI-supported learning environments. Teaching strategy outcomes further reveal a strong shift toward blended learning, interactive instruction, and facilitative teaching roles. Regression analysis identifies AI tool usage as the strongest predictor of performance improvement.Findings also highlight that AI integration supports educational sustainability and inclusivity; however, governance challenges such as data privacy, algorithmic bias, and digital inequality remain critical concerns. Overall, the study concludes that AI tools can substantially enhance language learning outcomes when implemented within structured pedagogical and ethically grounded ESG frameworks.

How significantly does a student’s belief in their success determine their actual performance in a foreign language? What are the key factors that moderate this relationship? To address these questions, this systematic review evaluated research published between 2018 and 2024, utilising Bandura’s self-efficacy framework to analyse the relationship between self-belief and foreign language performance in higher education settings. From the initial 769 articles sourced from Scopus, Google Scholar, and Research Gate, 26 met the criteria required to examine the diverse linguistic landscapes of modern students. The meta-analysis underscores a consistent finding: higher self-efficacy correlates with superior language learning outcomes, yielding a small-to-moderate effect size. Perhaps more revealing, however, is the role of moderators—a complex web of individual (gender and grade level), psychological (anxiety), and instructional factors (teaching methods and vicarious experiences)–that actively shape the learner’s foreign language performance. Environmental contexts, such as study abroad experiences, also play pivotal roles. Ultimately, this review argues that self-efficacy is not merely a psychological byproduct but a critical engine of linguistic success. Consequently, it recommends that teacher training and curricula move beyond rote instruction to incorporate "efficacy-boosting" tools—positive feedback and mastery-based tasks—to cultivate a more supportive and high-achieving learning environment.

The way languages are taught and studied has been symbolized by the use of Computer-Assisted Language Learning (CALL) in English Language Teaching (ELT). Learning a language is a challenging process that involves developing skills in speaking, listening, reading, and writing. It requires practice, dedication, and the right resources. By offering opportunities for autonomous study, better access, and increased engagement, technology has revolutionized language learning. CALL offers individualized learning experiences that improve language proficiency and increase student involvement. Knowledgeable people may create more engaging and successful language learning environments by using CALL, which will ultimately improve students’ language learning outcomes. Additionally, the use of Computer-Assisted Language Learning (CALL) in English language instruction fosters student collaboration and dynamic communication. Students can practice language skills outside of the traditional classroom by using online forums, virtual classrooms, and digital media platforms. By enabling students to take charge of their own learning and provide them with instant feedback that enables them to recognize their strengths and areas for growth, these technological tools foster learner autonomy. Additionally, integrating Computer-Assisted Language Learning (CALL) into English language instruction promotes interactive communication and group learning. Students can practice language skills outside of the typical classroom setting by using online discussion boards, virtual classrooms, and multimedia platforms. By enabling students to take charge of their own learning and provide them with instant feedback that enables them to recognize their strengths and areas for growth, these technological tools foster learner autonomy. Additionally, integrating Computer-Assisted Language Learning (CALL) into English language instruction promotes interactive communication and group learning. Students can practice language skills outside of the typical classroom setting by using online discussion boards, virtual classrooms, and multimedia platforms. By enabling students to take charge of their own learning and provide them with instant feedback that enables them to recognize their strengths and areas for growth, these technological tools foster learner autonomy. Additionally, by using interactive, visual, and audio resources that are tailored to each learner’s needs, CALL accommodates a variety of learning methods. Technology-enhanced training frequently helps students who would have trouble in traditional classroom settings because it lowers anxiety and fosters a more encouraging learning environment. Additionally, teachers have access to a variety of digital resources that help them create innovative classes and better track student progress. Additionally, by utilizing interactive, visual, and audio resources that are tailored to each learner’s needs, CALL accommodates a variety of learning methods. Technology-enhanced training frequently helps students who would have trouble in traditional classroom settings because it lowers anxiety and fosters a more encouraging learning environment. Additionally, teachers have access to a variety of digital resources that help them better evaluate student performance and create innovative lessons.

This study examines which ChatGPT-related factors most strongly influence students’ language learning in a Vietnamese gifted high school (High School for Gifted Students in Social Sciences and Humanities, VNU). Building on prior studies and expert consultation, we propose four factor groups, including Speed (F1), Data diversity (F2), Convenience (F3), and Performance (F4), with sub-criteria that reflect common language learning uses. Data were collected through expert interviews (including high-achieving students and language-education stakeholders). To synthesize expert judgments and rank the relative importance of factors, the study applies a multi-criteria decision-making approach using the Weighted Sum Model (WSM), including weighting, normalization, and composite-score calculation. Results indicate that Data diversity is the dominant driver of perceived learning impact, achieving the highest composite value (0.90), followed by Speed, Convenience, and Performance. At the sub-criterion level, “Language and vocabulary sources” (F22) exerts the strongest influence (normalized mean 0.95). A second tier of influential criteria includes “Generating answers and responses” (F13), “Data resources” (F23), “Grammar correction” (F33), and “Multitasking, multimodal, and multilingual capabilities” (F42), all rated highly. Lower-rated items include personalization and several advanced capability dimensions. Overall, students value ChatGPT primarily as a rich linguistic input repository and an immediate feedback assistant. The findings suggest schools should integrate AI-supported language activities with clear guidance on verification, privacy, and academic integrity to maximize benefits while limiting risks. Schools should prioritize integrating ChatGPT into language learning as a curated, verifiable source of diverse linguistic input and fast feedback supported by explicit guidance on fact-checking, privacy, and academic integrity.