Smart Classrooms as Linguistic Ecosystems: A New Paradigm for Interactive Language Pedagogy

Agung Rinaldy Malik

doi:10.31004/joecy.v5i2.348

Authors

Agung Rinaldy Malik Fakultas Bahasa dan Sastra, Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.31004/joecy.v5i2.348

Abstract

This study explores the implementation of a smart classroom model conceptualized as a linguistic ecosystem to enhance student engagement in Indonesian language learning within a higher education context. Employing a Design Based Research approach, the study was conducted in three iterative phases involving model design, classroom implementation, and systematic evaluation. A total of 65 undergraduate students aged 18 to 22, along with two Indonesian language lecturers, participated in the study conducted at a major public university in Indonesia. Data collection utilized two validated instruments. The Student Engagement Questionnaire, administered before and after the intervention, measured cognitive, behavioral, emotional, and social engagement through 24 items on a Likert scale. The Interaction Observation Sheet documented observable student behaviors, including the use of multiple modes of communication and collaborative participation, during 14 instructional sessions. Quantitative data were analyzed using paired sample t-tests and Cohen’s d to assess changes in engagement levels, while qualitative data from classroom observations were analyzed thematically to identify patterns of interaction. Findings indicated statistically significant increases across all domains of engagement, with the most notable improvement observed in cognitive engagement. Qualitative analysis revealed a rise in spontaneous language use, peer collaboration, and multimodal communication. These results suggest that a smart classroom designed as a linguistic ecosystem fosters a more interactive and engaging learning environment, supporting deeper student involvement and more dynamic language learning experiences.

References

Aguayo, C., Eames, C., & Cochrane, T. (2021). Transforming education: Design thinking and mobile learning. Educational Technology Research and Development, 69(1), 1–3. https://doi.org/10.1007/s11423-021-10006-2

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2022). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. Australasian Journal of Educational Technology, 38(1), 1–34. https://doi.org/10.14742/ajet.7347

Byram, M., & Wagner, M. (2023). Language teaching for intercultural and international dialogue. Language and Intercultural Communication, 23(1), 1–15. https://doi.org/10.1080/14708477.2023.2181234

Burhan, Runniarsiti, Arsyad, S. N. ., Putri, F. M., & Malik, A. R. (2024). Enhancing Student Learning Outcomes in Social Studies: An Investigation Into The Lazarus Educational Game. MIMBAR PGSD Undiksha, 12(1), 1–9. https://doi.org/10.23887/jjpgsd.v12i1.67414

Cebrian, G., Palau, R., & Mogas, J. (2020). The Smart Classroom as a Means to the Development of ESD Methodologies. Sustainability. https://doi.org/10.3390/su12073010.

Chen, Y. S., & Hsu, C. K. (2020). Implementation of a context-aware plant ecology mobile learning system. SAGE Open, 10(2), 2158244020920701. https://doi.org/10.1177/2158244020920701

Chik, A., & Ho, J. (2022). Ecologies of language learning in digital environments. Language Learning & Technology, 26(1), 1–15. https://doi.org/10125/73496

Darwis, A., Malik, A. R., Burhan, B., & Marto, H. (2020). Studi Kasus Teman Sebaya Dalam Pembentukan Gaya Hidup Siswa. Kaganga: Jurnal Pendidikan Sejarah dan Riset Sosial-Humaniora, 3(2), 150-160.

Dixon, L., Zhao, J., Shin, J., Wu, S., Su, J., Burgess-Brigham, R., Gezer, M., & Snow, C. (2012). What We Know About Second Language Acquisition. Review of Educational Research, 82, 5 - 60. https://doi.org/10.3102/0034654311433587.

Jiang, L., & Luk, J. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity. System, 59, 1-11. https://doi.org/10.1016/J.SYSTEM.2016.04.001.

Kim, H., & Lim, C. (2021). The effect of smart classrooms on project-based learning: A study based on video interaction analysis. Educational Technology Research and Development, 69(3), 1–20. https://doi.org/10.1007/s11423-021-10007-1

Kim, J. (2024). Leading teachers' perspective on teacher-AI collaboration in education. Education and Information Technologies, 29(7), 8693-8724.

Kinginger, C. (2022). Language learning in study abroad: Case studies of Americans in France. Modern Language Journal, 106(1), 1–20. https://doi.org/10.1111/modl.12678

Lantolf, J. P., Poehner, M. E., & Thorne, S. L. (2020). Sociocultural theory and L2 development. In B. VanPatten, G. Keating, & S. Wulff (Eds.), Theories in Second Language Acquisition (3rd ed., pp. 223–247). Routledge. https://doi.org/10.4324/9780429503986-12

Leshchenko, M., Lavrysh, Y., Halatsyn, K., Feshchuk, A., & Prykhodko, D. (2023). Technology-Enhanced Personalized Language Learning: Strategies and Challenges. Int. J. Emerg. Technol. Learn., 18, 120-136. https://doi.org/10.3991/ijet.v18i13.39905.

Li, X., & Han, Y. (2023). The application and innovative development of smart classroom to college English teaching. Education and Information Technologies, 28(4), 1–15. https://doi.org/10.1007/s10639-023-11567-4

Lu, K., Shi, Y., Li, J., Yang, H., & Xu, M. (2022). An Investigation of College Students’ Learning Engagement and Classroom Preferences Under the Smart Classroom Environment. SN Computer Science, 3. https://doi.org/10.1007/s42979-022-01093-1.

Malik, A. R., & Asnur, M. N. A. (2019). Using Social Media As A Learning Media Of Foreign Language Students In Higher Education. Online Submission, 18(2).

Malik, A. R., Emzir, E., & Sumarni, S. (2020). Pengaruh strategi pembelajaran mobile learning dan gaya belajar visual terhadap penguasaan kosakata bahasa Jerman siswa SMA NEGERI 1 MAROS. Visipena, 11(1), 194-207.

Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., & Darwis, A. (2023). Exploring artificial intelligence in academic essay: higher education student's perspective. International Journal of Educational Research Open, 5, 100296.

Navarro, R., Vega, V., Bayona, H., Bernal, V., & García, A. (2024). The relationship between perceived learning, academic performance and academic engagement in virtual education for university students. Journal of Education and e-Learning Research. https://doi.org/10.20448/jeelr.v11i1.5404.

O'Dowd, R. (2021). Virtual exchange and internationalising the classroom. ELT Journal, 75(1), 1–9. https://doi.org/10.1093/elt/ccaa063

Perez-Liantada, C. (2023). Digital genres and academic writing in English: Corpora and genre-informed perspectives. Journal of English for Academic Purposes, 59, 101115. https://doi.org/10.1016/j.jeap.2022.101115

Sankey, M., Birch, D., & Gardiner, M. W. (2010). Engaging students through multimodal learning environments: The journey continues. Proceedings of the 27th Australasian Society for Computers in Learning in Tertiary Education, 852-863.

Schnitzler, K., Holzberger, D., & Seidel, T. (2020). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36, 627 - 652. https://doi.org/10.1007/s10212-020-00500-6.

Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational technology research and development. Volume, 53(4), 5-23.

Wang, Y., & Lin, X. (2021). Smart classrooms: How sensors and AI are shaping educational paradigms. Sensors, 24(17), 5487. https://doi.org/10.3390/s24175487

Weng, X., & Chiu, T. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Comput. Educ. Artif. Intell., 4, 100117. https://doi.org/10.1016/j.caeai.2022.100117.

Wong, L., Wen, Y., Wu, V., Goda, Y., & Hsu, T. (2024). Learning Languages in "Smarter" Ways: Theory-Informed Utilization of Smart Technologies in Contextualized, Authentic, and Communicative Language Learning. International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.5072.

Yu, H., Shi, G., Li, J., & Yang, J. (2022). Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom. Sustainability. https://doi.org/10.3390/su14138184.

Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35, 696 - 742. https://doi.org/10.1080/09588221.2020.1744666.

Zhang, Y., & Hung, J. (2023). Design and application of English language and literature smart classroom based on artificial intelligence technology. Journal of Intelligent & Fuzzy Systems, 44(2), 1–10. https://doi.org/10.3233/JIFS-221606

Zhao, Y., & Li, H. (2022). Design and application of intelligent classroom for English language and literature based on artificial intelligence technology. Journal of Intelligent & Fuzzy Systems, 43(3), 1–10. https://doi.org/10.3233/JIFS-221605

Zwitserlood, R., Wijnen, F., Van Weerdenburg, M., & Verhoeven, L. (2015). 'MetaTaal': enhancing complex syntax in children with specific language impairment--a metalinguistic and multimodal approach.. International journal of language & communication disorders, 50 3, 273-97 . https://doi.org/10.1111/1460-6984.12131.