Archives

• July–September 2026

  Vol. 4 No. 3 (2026)
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  April–June 2026

  Vol. 4 No. 2 (2026)

  

  Volume 4, No. 2 (April–June 2026) of Language, Technology, and Social Media brings together 23 unique authors from a total of 6 countries, namely Indonesia, Iraq, Oman, South Africa, Australia, and China, across 10 peer-reviewed articles. This issue examines digital discourse and public communication through research on protest representation within hybrid media systems, Arabic–English code-switching and emotional expression in podcasts, and the use of social media during political and societal crises. It further explores the epistemological governance of generative artificial intelligence, digitally mediated power and cultural hegemony, and the implications of AI-generated music for language, identity, authenticity, and social-media circulation. Complementary studies address multicultural literacy through Indonesian folktales, pesantren-based oral communication and public-speaking development, metacognitive awareness across English-language skills, and user-centered digital civic education supported by website-based learning and sustainable-development principles.

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  January–March 2026

  Vol. 4 No. 1 (2026)

  

  Volume 4, No. 1 (January–March 2026) of Language, Technology, and Social Media brings together 24 unique authors from a total of 9 countries, namely Nigeria, Indonesia, Pakistan, Cyprus, Viet Nam, the State of Palestine, Malaysia, Saudi Arabia, and the United Kingdom, across 10 peer-reviewed articles. This issue advances scholarship on technology-enhanced language education through computer-assisted pronunciation and YouTube-based instruction, AI chatbot-supported speaking, AI-generated feedback, and personality-sensitive digital strategies for managing EFL writing anxiety. It also examines digital language and identity through username construction on TikTok and adolescent linguistic practices across social-media platforms, while addressing transformative intercultural learning in Vietnamese EFL education. Complementary contributions investigate occupational noise-related hearing loss, the decolonization of cultural-heritage theory from the Palestinian context, and political legitimation in platformed government communication during a public-health emergency.

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  December 2025 | Language, Technology, and Social Media

  Vol. 3 No. 2 (2025)

  

  Volume 3, No. 2 (December 2025) of Language, Technology, and Social Media brings together 27 unique authors from a total of 11 countries, namely India, Nepal, the United States, the Philippines, the United Republic of Tanzania, Cyprus, South Africa, Malaysia, Saudi Arabia, Jordan, and Pakistan, across 12 peer-reviewed articles. This issue examines digitally mediated communication through studies of social-media addiction and adolescent mental health, academic engagement, virtual collaboration, celebrity cyberbullying, and the morphological and lexical transformation of Swahili in online environments. It further investigates artificial intelligence in language education, pedagogical decision-making, generative-AI ethics, and multilingual speech-disorder diagnosis and therapy, foregrounding questions of accountability, accessibility, human judgment, and culturally responsive technological adoption. Complementary contributions address corpus-based pragmatics, cultural and ideological representation in Saudi advertising, and digital-health communication in rural communities, extending the issue’s interdisciplinary engagement with language, media, education, technology, and social well-being.

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  June 2025 | Language, Technology, and Social Media

  Vol. 3 No. 1 (2025)

  

  Volume 3, No. 1 (June 2025) of Language, Technology, and Social Media brings together 32 unique authors from a total of 10 countries, namely Bangladesh, the Philippines, the United Kingdom, Nigeria, Greece, Germany, Sri Lanka, Ethiopia, China, and Indonesia, across 10 peer-reviewed articles. This issue examines language learning across formal and informal digital environments through research on social accommodation, podcast-supported public speaking, literature-based EFL writing, mobile-assisted interaction, AI-enabled ESL assessment, and AI-supported Chinese language acquisition. It also addresses the sociocultural and ethical implications of artificial intelligence in classroom communication and creative practice, including linguistic inclusion, cultural identity, originality, copyright, and the preservation of human agency. Further contributions investigate gendered literary representation and the strategic use of social media in academic-library marketing, broadening the issue’s engagement with identity, pedagogy, digital communication, and institutional outreach.

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  December 2024 | Language, Technology, and Social Media

  Vol. 2 No. 2 (2024)

  

  Volume 2, No. 2 (December 2024) of Language, Technology, and Social Media brings together 24 unique authors from a total of 10 countries, namely the United States, Malaysia, Nigeria, Spain, Pakistan, China, Saudi Arabia, Oman, India, and the Philippines, across 9 peer-reviewed articles. This issue examines language education and learner development through trauma-informed bilingual teacher preparation, flipped-classroom instruction for EFL writing, English-language coaching, multilingual inclusion, and an equity-oriented framework for artificial intelligence in liberal arts education. It also investigates language and identity in digital and cross-cultural environments, including students’ linguistic practices on X, communicative silence in global teams, and the phonological adaptation of Hindi–Urdu loanwords in Standard English. Complementary contributions address trauma and identity in screen dialogue and the influence of political memes on leadership perceptions and values formation, extending the issue’s engagement with language, technology, education, media, and intercultural communication.

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  June 2024 | Language, Technology, and Social Media

  Vol. 2 No. 1 (2024)

  

  Volume 2, No. 1 (June 2024) of Language, Technology, and Social Media brings together 15 unique authors from a total of 4 countries, namely Indonesia, Libya, Egypt, and Qatar, across 6 peer-reviewed articles. This issue examines the development of language proficiency through visual learning media, digital literacy, educational technology, and motivational factors affecting Arabic, Lampung, French, and English language education. It also explores the pedagogical potential of artificial intelligence through an experimental assessment of Talkpal.ai and a comparative analysis of AI adoption and effectiveness in Indonesia and Arab-country contexts. Collectively, the contributions address technology-supported language instruction across madrasah, school, university, and cross-national settings while foregrounding vocabulary development, learner engagement, instructional accessibility, and digitally responsive pedagogy.

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  December 2023 | Language, Technology, and Social Media

  Vol. 1 No. 2 (2023)

  

  Volume 1, No. 2 (December 2023) of Language, Technology, and Social Media brings together 12 unique authors from a total of 5 countries, namely Indonesia, India, Iraq, Iran, and the United Kingdom, across 5 peer-reviewed articles. This issue examines technology-mediated language education through humanistic and interactive Arabic pedagogy and the strategic use of social media to strengthen English proficiency, with particular attention to learner engagement, self-regulation, and contemporary instructional environments. It also investigates digital sociolinguistic change through analyses of standard Indonesian language competency and generational differences in language style, emoji use, and visual communication across social-media platforms. A complementary linguistic study addresses the structural and cultural challenges involved in translating English collocations into Kurdish, extending the issue’s engagement with multilingual competence, translation pedagogy, and cross-cultural meaning.

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  June 2023 | Language, Technology, and Social Media

  Vol. 1 No. 1 (2023)

  

  Volume 1, No. 1 (June 2023) of Language, Technology, and Social Media brings together 11 unique authors from a total of 1 country, namely Indonesia, across 5 peer-reviewed articles. This inaugural issue examines the development and application of digital learning media for Arabic language education, with particular attention to listening comprehension, vocabulary acquisition, reading proficiency, learner engagement, and academic achievement. The studies investigate interactive instructional resources developed through iSpring Suite 9, Sparkol VideoScribe, Kodular, digital comics, and Android-based applications across madrasah and junior secondary school contexts. Collectively, the contributions highlight research-and-development approaches to accessible, engaging, and technology-responsive Arabic language instruction.