TECHNOLOGY INTEGRATION IN BIPA LEARNING: BENEFITS, CHALLENGES, AND PERSPECTIVES FROM TEACHERS AND STUDENTS
Keywords:
BIPA Instruction, Technology Integration, Cultural Exposure, Digital Pedagogy
Abstract
Despite the increasing incorporation of digital tools in BIPA (Bahasa Indonesia bagi Penutur Asing) instruction, few studies had addressed how teachers and students experienced and responded to this integration. This study was conducted to explore how both groups understood the advantages, obstacles, and implementation strategies of using technology in BIPA classrooms. A qualitative method was applied, utilizing classroom observations and semi-structured interviews with two BIPA teachers and three international students from Thailand and Ghana at a university in Batam. The findings revealed that technology enhanced vocabulary learning, supported cultural exposure, and improved student engagement, but also brought challenges such as overdependence on translation applications, limited concentration, and unequal access to digital infrastructure. The study concluded that successful technology use in BIPA required a balanced combination of digital media and interactive, communicative teaching. Practical implications highlighted the importance of equipping teachers with appropriate digital training, encouraging students to engage critically and independently with technology, and ensuring that institutions provide inclusive access, infrastructure, and policies to support meaningful technology-enhanced learning.
References
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Bhardwaj, P. (2019). Types of sampling in research. Journal of the Practice of Cardiovascular Sciences, 5(3), 157. https://doi.org/10.4103/jpcs.jpcs_62_19
Castaño-Muñoz, J., Moreno-Morilla, C., Reina-Parrado, M., & Lopez-Cobo, I. (2025). Unheard voices: Identifying aspects for an inclusive digital education through the lens of low-income contexts schools. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-025-13490-z
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging (Vol. 4415). Cambridge University Press. https://doi.org/10.1017/9781009029384
Chong, S. W., Isaacs, T., & McKinley, J. (2023). Ecological systems theory and second language research. Language Teaching, 56(3), 333–348. https://doi.org/10.1017/S0261444822000283
Christodoulou, A., & Angeli, C. (2022). Adaptive learning techniques for a personalized educational software in developing teachers technological pedagogical content knowledge. Frontiers in Education, 7(June), 1–14. https://doi.org/10.3389/feduc.2022.789397
Consoli, T., Schmitz, M. L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2024). Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning. In Education and Information Technologies (Vol. 30, Issue 6). Springer US. https://doi.org/10.1007/s10639-024-13118-8
Deng, L., Zhou, Y., & Broadbent, J. (2024). Distraction, multitasking and self-regulation inside university classroom. Education and Information Technologies, 23957–23979. https://doi.org/10.1007/s10639-024-12786-w
Diani, W. R., & Dewi, L. S. (2020). Tantangan guru BIPA menghadapi pembelajaran daring di masa pandemi Covid-19. Transformatika: Jurnal Bahasa, Sastra, Dan Pengajarannya, 4(2), 1. https://doi.org/10.31002/transformatika.v4i2.3179
Feijoo, S., & Anglada, M. (2024). Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish. Frontiers in Communication, 9(April), 1–7. https://doi.org/10.3389/fcomm.2024.1370898
Fitria, T. N. (2021). A review of machine translation tools: The translation’s ability. Language Circle: Journal of Language and Literature, 16(1), 162–176. https://doi.org/10.15294/lc.v16i1.30961
Gulzar, A. A., Mehmood, Z., & Ahmad, I. (2024). Impact of the digital divide on learning outcomes of students in higher education institutes. Human Nature Journal of Social Sciences, 5(2), 152–159. https://doi.org/10.71016/hnjss/7jn1nt52
Hartley, K., Hoffman, B., & Andújar, A. (2023). Smartphones and learning: Evaluating the focus of recent research. European Journal of Investigation in Health, Psychology and Education, 13(4), 748–758. https://doi.org/10.3390/ejihpe13040056
Kinas, A. A., & Nilawati, F. (2024). Tantangan guru dalam menghadapi era digital 5.0 (studi pada SDN 5/81 Kampuno Kec. Barebbo Kab. Bone). Adaara: Jurnal Manajemen Pendidikan Islam, 14(2), 109–117. https://doi.org/10.30863/ajmpi.v14i2.7213
Kurniawati, H., & Nurlina, L. 2024. (2024). Strategi belajar BIPA dengan aplikasi dan platform. 354–365. https://doi.org/https://doi.org/10.59613/e2032n84
Laksono, P. T., & Ismiatun, F. (2023). Adapting to a hard situation: BIPA teachers’ successful strategies for teaching local culture during the COVID-19 pandemic. REiLA : Journal of Research and Innovation in Language, 5(1), 63–76. https://doi.org/10.31849/reila.v5i1.11199
Laufer, M., Leiser, A., Deacon, B., Perrin de Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. (2021). Digital higher education: A divider or bridge builder? leadership perspectives on edtech in a COVID-19 reality. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00287-6
Limbong, E., Setiawan, I., & Hamilton, A. (2024). Bridging the gap: The reality of digital technology integration by Indonesian pre-service EFL teachers. Script Journal: Journal of Linguistics and English Teaching, 9(1), 58–78. https://doi.org/10.24903/sj.v9i1.1524
Liu, X., Liu, Y., & Tu, J. F. (2020). Multimedia technology and learner autonomy: An experimental study for asymmetric effects. Symmetry, 12(3), 1–11. https://doi.org/10.3390/sym12030462
Makumane, M. (2023). Digital divide: Secondary school learners’ experience of using educational technologies. Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 39(1), 214–238. https://doi.org/10.29086/2519-5476/2022/sp39a10
Maranta, P. F., B. Widharyanto, B. W., & Setyaningsih, Y. (2023). Optimalisasi penggunaan teknologi dalam implementasi kebutuhan bahan ajar BIPA tingkat pemula. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 340–352. https://doi.org/10.19105/ghancaran.vi.11764
Marsevani, M., Sasmi, N. I., & Zaki, L. B. . (2024). Examining EFL teachers perspectives: Enhancing learning through technology-integrated instruction. 249–267. https://doi.org/http://dx.doi.org/10.29300/ling.v10i2.5390
Martutik, M., Suyitno, I., Fawzi, A., & Arista, H. D. (2023). Improving the communicative competence through the tutorial learning model for BIPA learners (pp. 1–20). https://doi.org/10.21203/rs.3.rs-3746238/v1
Moses, C. L., Bersier, C., Panjaitan, F., & Batubara, J. (2025). Development of a hybrid learning model to increase student engagement in foreign language education. 14(1), 30–39. https://doi.org/https://doi.org/10.61387/geneus.v14i1.439
Nasrullah, R., Prayogi, A., Marina, R., Pujiono, I. P., & Ghufron, M. A. (2025). Pentingnya teknologi dalam memengaruhi pembelajaran BIPA: Refleksi penggunaan teknologi sebagai alat belajar masyarakat di wilayah terluar. January. https://doi.org/10.32938/phb.v1i1
Ni, L. B. (2023). Hybrid and virtual learning: Bridging the educational and digital device. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(1), e002035. https://doi.org/10.47405/mjssh.v8i1.2035
Nurramdhani, H. F., Idris, N. S., & Widia, I. (2024). Technology in listening and writing learning for BIPA learners. Inovasi Kurikulum, 21(1), 323–334. https://doi.org/10.17509/jik.v21i1.65481
Nyaaba, M., Wright, A., & Choi, G. L. (2024). Generative AI and digital neocolonialism in global education: Towards an equitable framework. https://doi.org/https://doi.org/10.48550/arXiv.2406.02966
Rahmanu, I. W. E. D., & Molnár, G. (2024). Multimodal immersion in English language learning in higher education: A systematic review. Heliyon, 10(19). https://doi.org/10.1016/j.heliyon.2024.e38357
Rahmat, W., Tiawati, R. L., Rahardi, R. K., & Saaduddin, S. (2024). How international students can well understand adapted online collaboration project? The case of BIPA learners. Journal of Pedagogical Research, 8(1), 143–158. https://doi.org/10.33902/JPR.202423689
Ranbir. (2024). Inclusive education practices for students with diverse needs. Innovative Research Thoughts, 10(1), 142–146. https://doi.org/10.36676/irt.v10.i1.1405
Reyaz Ahmad Bhat. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET), 2(9), 592–596. https://doi.org/10.54443/ijset.v2i9.218
Riki Nasrullah, A. P. 2024. (2024). Digital transformation in BIPA learning. 6(2), 67–96. https://doi.org/10.47766/literatur.v6i2.3373
Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning—its impact on instructional quality. Journal of Educational Research, 115(3), 187–198. https://doi.org/10.1080/00220671.2022.2089086
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The cognitive-affective-social theory of learning in digital environments (CASTLE). In Educational Psychology Review (Vol. 34, Issue 1). Educational Psychology Review. https://doi.org/10.1007/s10648-021-09626-5
Segar, T., & Asmawi, A. (2024). Harnessing multimedia for elevating English-speaking proficiency in Malaysia: A thematic review. Teaching English Language, 18(2), 35–67. https://doi.org/10.22132/tel.2024.450465.1584
Septriani, H. (2020). Pemanfaatan media digital G Suite for education dalam pembelajaran BIPA jarak jauh di University of Vienna. Jurnal Bahasa Indonesia Bagi Penutur Asing (JBIPA), 2(1), 32–41. https://doi.org/https://doi.org/10.26499/jbipa.v3i2.4174
Ślȩzak-Świat, A. (2022). Development of digital literacy - translanguaging and transmedia note taking formats for academic reading. Theory and Practice of Second Language Acquisition, 8(1), 85–104. https://doi.org/10.31261/TAPSLA.9629
Sobara, I., Mardasari, O. R., & Ventivani, A. (2024). Perspektif mahasiswa Tiongkok tentang pembelajaran Bahasa Indonesia sebagai bahasa asing di Universitas Negeri Malang. Artikulasi: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 4(2), 160–174. https://doi.org/10.17509/artikulasi.v4i2.73141
Stapley, E., Stock, S., Deighton, J., & Demkowicz, O. (2023). A qualitative study of how adolescents’ use of coping strategies and support varies in line with their experiences of adversity. Child and Youth Care Forum, 52(1), 177–203. https://doi.org/10.1007/s10566-022-09682-0
Wahyuni, S., Pantiwati, Y., Sunaryo, H., In, A., & Bastian, A. (2025). Strategizing universal design for learning (UDL) implementation: Enhancing inclusive education for students with disabilities in higher education. 17, 1519–1533. https://doi.org/10.35445/alishlah.v17i1.6630
Wang, L., Xu, S., & Liu, K. (2024). Understanding students’ acceptance of ChatGPT as a translation tool: A UTAUT model analysis. Understanding Students’ Acceptance of ChatGPT as a Translation Tool: A UTAUT Model Analysis. https://doi.org/https://doi.org/10.48550/arXiv.2406.06254 Focus to learn more
Wulandari, A. E. (2024). Diplomasi budaya Indonesia terhadap Vietnam melalui program Bahasa Indonesia bagi penutur asing (BIPA). 6(2), 241–257. https://doi.org/10.24198/padjirv6i2.54601
Xu, S., Su, Y., & Liu, K. (2025). Investigating student engagement with AI-driven feedback in translation revision: A mixed-methods study. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-025-13457-0
Zaki, L. B., Balqish, N., Tambunan, I. P. H., Anisa, Q., & Pratiwi, T. L. (2024). Understanding student perspectives on ICT implementation in a public school in Batam City. IREELL: Indonesian Review of English Education, Linguistics, and Literature, 2(1), 1–12. https://doi.org/10.30762/ireell.v2i1.2719
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00316-7
Aisyiyah, S., Novawan, A., Dewangga, V., & Binarkaheni, S. (2024). Teaching grammar by using technologies: unlocking language pedagogical potential. Journal of English in Academic and Professional Communication JEAPCO, 10(1), 36–45. https://doi.org/10.25047/jeapco.v10i1.4615
Alqurashi, N. (2025). Enhancing language acquisition: Integrating traditional and digital methods for learner engagement. 41–57. https://doi.org/10.19044/esj.2024.v21n2p41
Andiono, N., Hidayati, W., Syamsiyah, M., Athiyah, T. U., & Hasanah, R. (2025). Classroom practices through action research: A case study in Islamic education. Education and Sociedad Journal, 2(2), 54–65. https://doi.org/10.61987/edsojou.v2i2.699
Bhardwaj, P. (2019). Types of sampling in research. Journal of the Practice of Cardiovascular Sciences, 5(3), 157. https://doi.org/10.4103/jpcs.jpcs_62_19
Castaño-Muñoz, J., Moreno-Morilla, C., Reina-Parrado, M., & Lopez-Cobo, I. (2025). Unheard voices: Identifying aspects for an inclusive digital education through the lens of low-income contexts schools. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-025-13490-z
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging (Vol. 4415). Cambridge University Press. https://doi.org/10.1017/9781009029384
Chong, S. W., Isaacs, T., & McKinley, J. (2023). Ecological systems theory and second language research. Language Teaching, 56(3), 333–348. https://doi.org/10.1017/S0261444822000283
Christodoulou, A., & Angeli, C. (2022). Adaptive learning techniques for a personalized educational software in developing teachers technological pedagogical content knowledge. Frontiers in Education, 7(June), 1–14. https://doi.org/10.3389/feduc.2022.789397
Consoli, T., Schmitz, M. L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2024). Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning. In Education and Information Technologies (Vol. 30, Issue 6). Springer US. https://doi.org/10.1007/s10639-024-13118-8
Deng, L., Zhou, Y., & Broadbent, J. (2024). Distraction, multitasking and self-regulation inside university classroom. Education and Information Technologies, 23957–23979. https://doi.org/10.1007/s10639-024-12786-w
Diani, W. R., & Dewi, L. S. (2020). Tantangan guru BIPA menghadapi pembelajaran daring di masa pandemi Covid-19. Transformatika: Jurnal Bahasa, Sastra, Dan Pengajarannya, 4(2), 1. https://doi.org/10.31002/transformatika.v4i2.3179
Feijoo, S., & Anglada, M. (2024). Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish. Frontiers in Communication, 9(April), 1–7. https://doi.org/10.3389/fcomm.2024.1370898
Fitria, T. N. (2021). A review of machine translation tools: The translation’s ability. Language Circle: Journal of Language and Literature, 16(1), 162–176. https://doi.org/10.15294/lc.v16i1.30961
Gulzar, A. A., Mehmood, Z., & Ahmad, I. (2024). Impact of the digital divide on learning outcomes of students in higher education institutes. Human Nature Journal of Social Sciences, 5(2), 152–159. https://doi.org/10.71016/hnjss/7jn1nt52
Hartley, K., Hoffman, B., & Andújar, A. (2023). Smartphones and learning: Evaluating the focus of recent research. European Journal of Investigation in Health, Psychology and Education, 13(4), 748–758. https://doi.org/10.3390/ejihpe13040056
Kinas, A. A., & Nilawati, F. (2024). Tantangan guru dalam menghadapi era digital 5.0 (studi pada SDN 5/81 Kampuno Kec. Barebbo Kab. Bone). Adaara: Jurnal Manajemen Pendidikan Islam, 14(2), 109–117. https://doi.org/10.30863/ajmpi.v14i2.7213
Kurniawati, H., & Nurlina, L. 2024. (2024). Strategi belajar BIPA dengan aplikasi dan platform. 354–365. https://doi.org/https://doi.org/10.59613/e2032n84
Laksono, P. T., & Ismiatun, F. (2023). Adapting to a hard situation: BIPA teachers’ successful strategies for teaching local culture during the COVID-19 pandemic. REiLA : Journal of Research and Innovation in Language, 5(1), 63–76. https://doi.org/10.31849/reila.v5i1.11199
Laufer, M., Leiser, A., Deacon, B., Perrin de Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. (2021). Digital higher education: A divider or bridge builder? leadership perspectives on edtech in a COVID-19 reality. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00287-6
Limbong, E., Setiawan, I., & Hamilton, A. (2024). Bridging the gap: The reality of digital technology integration by Indonesian pre-service EFL teachers. Script Journal: Journal of Linguistics and English Teaching, 9(1), 58–78. https://doi.org/10.24903/sj.v9i1.1524
Liu, X., Liu, Y., & Tu, J. F. (2020). Multimedia technology and learner autonomy: An experimental study for asymmetric effects. Symmetry, 12(3), 1–11. https://doi.org/10.3390/sym12030462
Makumane, M. (2023). Digital divide: Secondary school learners’ experience of using educational technologies. Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 39(1), 214–238. https://doi.org/10.29086/2519-5476/2022/sp39a10
Maranta, P. F., B. Widharyanto, B. W., & Setyaningsih, Y. (2023). Optimalisasi penggunaan teknologi dalam implementasi kebutuhan bahan ajar BIPA tingkat pemula. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 340–352. https://doi.org/10.19105/ghancaran.vi.11764
Marsevani, M., Sasmi, N. I., & Zaki, L. B. . (2024). Examining EFL teachers perspectives: Enhancing learning through technology-integrated instruction. 249–267. https://doi.org/http://dx.doi.org/10.29300/ling.v10i2.5390
Martutik, M., Suyitno, I., Fawzi, A., & Arista, H. D. (2023). Improving the communicative competence through the tutorial learning model for BIPA learners (pp. 1–20). https://doi.org/10.21203/rs.3.rs-3746238/v1
Moses, C. L., Bersier, C., Panjaitan, F., & Batubara, J. (2025). Development of a hybrid learning model to increase student engagement in foreign language education. 14(1), 30–39. https://doi.org/https://doi.org/10.61387/geneus.v14i1.439
Nasrullah, R., Prayogi, A., Marina, R., Pujiono, I. P., & Ghufron, M. A. (2025). Pentingnya teknologi dalam memengaruhi pembelajaran BIPA: Refleksi penggunaan teknologi sebagai alat belajar masyarakat di wilayah terluar. January. https://doi.org/10.32938/phb.v1i1
Ni, L. B. (2023). Hybrid and virtual learning: Bridging the educational and digital device. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(1), e002035. https://doi.org/10.47405/mjssh.v8i1.2035
Nurramdhani, H. F., Idris, N. S., & Widia, I. (2024). Technology in listening and writing learning for BIPA learners. Inovasi Kurikulum, 21(1), 323–334. https://doi.org/10.17509/jik.v21i1.65481
Nyaaba, M., Wright, A., & Choi, G. L. (2024). Generative AI and digital neocolonialism in global education: Towards an equitable framework. https://doi.org/https://doi.org/10.48550/arXiv.2406.02966
Rahmanu, I. W. E. D., & Molnár, G. (2024). Multimodal immersion in English language learning in higher education: A systematic review. Heliyon, 10(19). https://doi.org/10.1016/j.heliyon.2024.e38357
Rahmat, W., Tiawati, R. L., Rahardi, R. K., & Saaduddin, S. (2024). How international students can well understand adapted online collaboration project? The case of BIPA learners. Journal of Pedagogical Research, 8(1), 143–158. https://doi.org/10.33902/JPR.202423689
Ranbir. (2024). Inclusive education practices for students with diverse needs. Innovative Research Thoughts, 10(1), 142–146. https://doi.org/10.36676/irt.v10.i1.1405
Reyaz Ahmad Bhat. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET), 2(9), 592–596. https://doi.org/10.54443/ijset.v2i9.218
Riki Nasrullah, A. P. 2024. (2024). Digital transformation in BIPA learning. 6(2), 67–96. https://doi.org/10.47766/literatur.v6i2.3373
Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning—its impact on instructional quality. Journal of Educational Research, 115(3), 187–198. https://doi.org/10.1080/00220671.2022.2089086
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The cognitive-affective-social theory of learning in digital environments (CASTLE). In Educational Psychology Review (Vol. 34, Issue 1). Educational Psychology Review. https://doi.org/10.1007/s10648-021-09626-5
Segar, T., & Asmawi, A. (2024). Harnessing multimedia for elevating English-speaking proficiency in Malaysia: A thematic review. Teaching English Language, 18(2), 35–67. https://doi.org/10.22132/tel.2024.450465.1584
Septriani, H. (2020). Pemanfaatan media digital G Suite for education dalam pembelajaran BIPA jarak jauh di University of Vienna. Jurnal Bahasa Indonesia Bagi Penutur Asing (JBIPA), 2(1), 32–41. https://doi.org/https://doi.org/10.26499/jbipa.v3i2.4174
Ślȩzak-Świat, A. (2022). Development of digital literacy - translanguaging and transmedia note taking formats for academic reading. Theory and Practice of Second Language Acquisition, 8(1), 85–104. https://doi.org/10.31261/TAPSLA.9629
Sobara, I., Mardasari, O. R., & Ventivani, A. (2024). Perspektif mahasiswa Tiongkok tentang pembelajaran Bahasa Indonesia sebagai bahasa asing di Universitas Negeri Malang. Artikulasi: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 4(2), 160–174. https://doi.org/10.17509/artikulasi.v4i2.73141
Stapley, E., Stock, S., Deighton, J., & Demkowicz, O. (2023). A qualitative study of how adolescents’ use of coping strategies and support varies in line with their experiences of adversity. Child and Youth Care Forum, 52(1), 177–203. https://doi.org/10.1007/s10566-022-09682-0
Wahyuni, S., Pantiwati, Y., Sunaryo, H., In, A., & Bastian, A. (2025). Strategizing universal design for learning (UDL) implementation: Enhancing inclusive education for students with disabilities in higher education. 17, 1519–1533. https://doi.org/10.35445/alishlah.v17i1.6630
Wang, L., Xu, S., & Liu, K. (2024). Understanding students’ acceptance of ChatGPT as a translation tool: A UTAUT model analysis. Understanding Students’ Acceptance of ChatGPT as a Translation Tool: A UTAUT Model Analysis. https://doi.org/https://doi.org/10.48550/arXiv.2406.06254 Focus to learn more
Wulandari, A. E. (2024). Diplomasi budaya Indonesia terhadap Vietnam melalui program Bahasa Indonesia bagi penutur asing (BIPA). 6(2), 241–257. https://doi.org/10.24198/padjirv6i2.54601
Xu, S., Su, Y., & Liu, K. (2025). Investigating student engagement with AI-driven feedback in translation revision: A mixed-methods study. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-025-13457-0
Zaki, L. B., Balqish, N., Tambunan, I. P. H., Anisa, Q., & Pratiwi, T. L. (2024). Understanding student perspectives on ICT implementation in a public school in Batam City. IREELL: Indonesian Review of English Education, Linguistics, and Literature, 2(1), 1–12. https://doi.org/10.30762/ireell.v2i1.2719
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00316-7
Published
2026-01-02
How to Cite
Maya Marsevani, Raswita, R., Tetti, T., Arya Putra Lievi Darwan, Iffani Junita Tambunan, & Theodesia Lady Pratiwi. (2026). TECHNOLOGY INTEGRATION IN BIPA LEARNING: BENEFITS, CHALLENGES, AND PERSPECTIVES FROM TEACHERS AND STUDENTS. Journal of Research on Language Education, 6(2), 33-47. https://doi.org/10.33365/jorle.v6i2.912
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Articles
