Journal of Language Instruction and Applied Linguistics

The HOW PRE-SERVICE TEACHER BUILT UP IDENTITY, A STORY FROM A PRE-SERVICE TEACHER IN INDONESIA

Mukhammad Wakhid Qomari Qomari — Mon, 30 Mar 2026 07:35:07 +0700

Purpose: This research is aimed to (1) explain what experiences of building teacher identity have been important to the participant; (2) to explain how the experiences construct the participant’s EFL teacher identity; and (3) to explain what can be learnt from the experiences of this building identity.

Design/methodology/approach: To conduct this research, the researcher use narrative inquiry, to understand the lived experience of an individual. A participant, named Mawar (pseudonym), participates in this research. She is willing to re-tell her lived experiences in building her teacher identity and how she describer professional teacher identity. To collect the data, the researcher uses semi structured (open-ended questions) interview. The data gathered, then, are analized through Clandinin and Huber (2010) way.

Findings: The results show, firstly, it is found that some of the participant’s lived story are significant in constructing her understanding about professional teaacher identity (PTI); especially when she got Microteaching program and guidance from her lecturer’s of becoming professional teacher. The second result is found that the participant is categorized as subject specialist and didactical expert (Beijaard et al; 2.000 in Putten, 2021), due to her narrations of telling her experiences to become a professional teacher. Finally, through this research it is found that the participant is motivated to develope progressively her teaching skills to skale up her profesional identity of teaching.

Research limitations/implications: This research uses only one participant. Insufficient data may be happened.

Practical implications: The results of the research are practically expected to the reader to understand about teacher identity and how it is built. Further more, the readers (either teachers or students) who are interested in the domain of identity in its relation to teaching aspect could use this research as one of supportif data.

Originality/value: This is my oroginal research.

Paper type: Research paper.

Teachers’ Digital Literacy and Its Impact on Technology-Enhanced English Language Learning

Khoirul Huda — Mon, 30 Mar 2026 00:00:00 +0700

This study investigates the role of teachers’ digital literacy in shaping the effectiveness of technology-enhanced English language learning (TEELL) in secondary school contexts. In the era of rapid digital transformation, the integration of technology into language classrooms has become increasingly essential; however, its success largely depends on teachers’ ability to utilize digital tools pedagogically. This research aims to examine the level of teachers’ digital literacy, explore its impact on instructional practices, and analyze its implications for students’ engagement and language learning outcomes. A mixed-methods approach was employed, involving a survey of 120 English teachers and in-depth interviews with 15 selected participants from various secondary schools. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. The findings reveal that teachers’ digital literacy significantly influences the quality of technology integration in English language teaching. Teachers with higher digital literacy tend to design more interactive, student-centered learning environments, resulting in increased student motivation, participation, and communicative competence. Conversely, limited digital skills contribute to the underutilization of available technologies and reinforce traditional, teacher-centered practices. The study also identifies key challenges, including inadequate professional training, limited institutional support, and unequal access to digital infrastructure. These findings highlight the urgent need for continuous professional development programs focused on digital pedagogy, as well as policy support to ensure equitable access to educational technology. This study contributes to the growing body of literature on digital literacy in education by emphasizing its critical role in enhancing English language learning. It further offers practical implications for educators, policymakers, and curriculum developers in optimizing technology integration in language classrooms.