Lingeduca: Journal of Language and Education Studies

The Role of Technology in English Language Learning in the Digital Era

Hasbiyah Srianah Amir, Utary Rustam — Tue, 25 Mar 2025 00:00:00 +0700

The rapid advancement of technology has significantly transformed English language learning in the digital era. Traditional classroom-based learning has shifted towards technology-enhanced instruction, incorporating digital tools, mobile applications, artificial intelligence, and online learning platforms. This transformation presents new opportunities and challenges in language acquisition, necessitating an in-depth exploration of technology's role in facilitating English language learning. This study aims to analyze the impact of digital technologies on English language learning, focusing on their effectiveness in improving learners' linguistic competencies, engagement, and motivation. A qualitative research method was employed, involving a systematic literature review and thematic analysis of recent studies on technology-assisted language learning. Data were collected from peer-reviewed journal articles, conference proceedings, and educational reports to examine current trends, benefits, and limitations of digital tools in language education. The findings reveal that technology plays a crucial role in enhancing language skills, particularly in listening, speaking, reading, and writing. Digital platforms foster interactive learning, personalized instruction, and autonomous learning experiences. However, challenges such as digital literacy gaps, accessibility issues, and the need for teacher training remain significant barriers to effective technology integration. This study concludes that while technology offers substantial benefits for English language learning, its optimal use requires strategic implementation, teacher readiness, and institutional support. Further research is needed to explore emerging technologies and their long-term impact on language acquisition.

Effectiveness of AI-Based English Language Learning Apps in Improving Listening Skills

Iin Almeina Loebis — Thu, 10 Apr 2025 00:00:00 +0700

The increasing integration of Artificial Intelligence (AI) in educational technologies has revolutionized language learning, particularly in enhancing listening skills—an area often regarded as challenging for English as a Foreign Language (EFL) learners. Despite the growing popularity of AI-based English learning applications, empirical evidence on their effectiveness remains limited. This study aims to examine the effectiveness of AI-powered language learning apps in improving the listening skills of EFL learners. Employing a quasi-experimental design, the research involved 60 undergraduate students divided into an experimental group using AI-based applications and a control group receiving traditional instruction. Data were collected through pre-tests and post-tests, along with user experience questionnaires. The findings revealed a significant improvement in the listening comprehension scores of the experimental group compared to the control group. Moreover, students reported increased motivation and engagement when interacting with AI-enhanced features such as speech recognition, adaptive feedback, and real-time listening exercises. The study concludes that AI-based English learning apps are effective tools for developing listening skills, offering personalized and interactive learning experiences. These results provide valuable implications for educators, app developers, and policymakers in integrating AI technology into language education.

The Effect of Project-Based Learning on 21st Century Skills in Middle School Students in Indonesia

Rashid Rahman, Amin Zaki, Yoga Anjas Pratama — Sat, 12 Apr 2025 00:00:00 +0700

In the context of global educational transformation, the integration of 21st-century skills into learning practices has become imperative, particularly for preparing students to face complex challenges in the modern era. This study investigates the effect of Project-Based Learning (PjBL) on the development of 21st-century skills—critical thinking, collaboration, creativity, and communication—among middle school students in Indonesia. The objective of the research is to determine whether PjBL significantly enhances these competencies compared to conventional instructional methods. A quantitative approach with a quasi-experimental design was employed, involving two groups of Grade 8 students from a public middle school in West Java. The experimental group received instruction through PjBL, while the control group experienced traditional teaching. Data were collected using a 21st-century skills rubric and analyzed using independent sample t-tests. The findings revealed that students exposed to PjBL demonstrated significantly higher performance in all four skill domains. These results underscore the effectiveness of PjBL as a student-centered approach that fosters meaningful learning experiences aligned with real-world contexts. In conclusion, Project-Based Learning has a positive and significant impact on the enhancement of 21st-century skills in middle school students and is recommended for broader implementation in Indonesian education.

Comparing the Effectiveness of Two Approaches in Learning English in Indonesia

Nita Rosmala Dewi, Rashid Rahman, Rina Farah — Tue, 22 Apr 2025 00:00:00 +0700

The teaching of English as a foreign language in Indonesia continues to face challenges, particularly in identifying the most effective instructional approach. Previous studies have shown varying results when comparing communicative and grammar-based methods in language acquisition. This study aims to compare the effectiveness of two dominant approaches: the Communicative Language Teaching (CLT) method and the Grammar-Translation Method (GTM) in improving English proficiency among secondary school students in Indonesia. Employing a quasi-experimental design, this research involved 120 students divided into two equal groups, each receiving instruction based on one of the approaches over a period of 12 weeks. Pre-tests and post-tests were administered to measure students’ progress in reading, writing, listening, and speaking skills. The results indicated that the CLT group significantly outperformed the GTM group, particularly in speaking and listening components, while the GTM group showed marginally better results in grammar and reading comprehension. The findings suggest that while both methods have merits, CLT offers a more balanced improvement in communicative competence. This study contributes to the ongoing discourse on English pedagogy in EFL contexts and provides evidence-based recommendations for curriculum development in Indonesian schools.

Assess the Impact of a Project-Based Learning Approach on the Development of 21st Century Skills

Thiago Rocha, Clara Mendes, Wahju Dyah Laksmi Wardhani — Tue, 22 Apr 2025 00:00:00 +0700

The increasing demand for adaptable, collaborative, and innovative professionals has positioned 21st century skills—such as critical thinking, creativity, communication, and collaboration—at the center of educational priorities worldwide. Traditional instruction often fails to cultivate these competencies, prompting the need for more experiential, student-centered learning models. Project-Based Learning (PBL), with its emphasis on real-world problem-solving and interdisciplinary inquiry, has emerged as a promising pedagogical approach to support the development of these essential skills. This study aims to assess the impact of PBL on secondary students’ acquisition of key 21st century skills. Using a quasi-experimental design, the research involved 160 students divided into experimental (PBL) and control (conventional instruction) groups. Over ten weeks, the experimental group engaged in structured project cycles aligned with curriculum standards, while the control group followed traditional content delivery. Pre- and post-intervention assessments, student reflections, and teacher evaluations were analyzed to measure skill development. Results revealed that students in the PBL group showed statistically significant improvements in collaboration, problem-solving, and creative thinking compared to the control group. Teachers also reported increased learner autonomy and engagement. The study concludes that PBL is a viable strategy for fostering 21st century competencies in contemporary classrooms.