Transforming Language Pedagogy Digital Technology Integration in Secondary Language Education Across Tasikmalaya Regency, Indonesia
Keywords:
digital language learning, technology integration, secondary education, educational equity, Indonesia, pedagogical transformationAbstract
This study investigates the integration of digital technologies in language learning across junior secondary schools in Tasikmalaya Regency, Indonesia, examining how educators navigate the transition from traditional to technology-enhanced pedagogies. Through mixed-methods research involving surveys of 245 language teachers, classroom observations in 32 schools, and in-depth interviews with key stakeholders, this research explores digital tool adoption patterns, pedagogical transformations, infrastructure challenges, and student learning outcomes. Findings reveal significant disparities in digital integration between urban and rural schools, with urban institutions demonstrating more comprehensive technology adoption and innovative pedagogical practices. Teachers utilize diverse digital tools including learning management systems, educational applications, social media platforms, and multimedia resources, though implementation quality varies considerably. Key challenges include inadequate infrastructure, limited teacher digital competencies, insufficient professional development, and the persistent digital divide affecting equitable access. Despite these obstacles, evidence suggests that purposeful digital integration enhances student engagement, develops multimodal literacy skills, and provides authentic language practice opportunities. This study contributes to understanding digital transformation in language education within resource-constrained contexts and offers implications for policy, professional development, and equitable technology integration strategies.
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