This study aims to gain a comprehensive understanding of why foreign language teaching, especially English, believes in using digital trend applications to improve learning effectiveness and evaluation validity in the perspective of current opportunities and challenges. So, for this purpose, the step we take is to examine hundreds of scientific reports on teaching English in many international contexts to answer the questions above with valid and reliable principles. Because Indonesia is currently in the process of implementing restrictions on public movements to respond to Covid-19, we have decided that this study will depend on secondary data through a Google search engine on scientific journals such as Willey, Taylor & France, Google Book, ERIC, Sagepub, and other international journals. Our data is analyzed with an unusual approach: coding, evaluation, interpretation, and drawing of results that answer the problem of the study. Discussing the results, we found that teaching English believes in digital applications to improve teaching and evaluation effectiveness because these applications have proven to be very innovative and effective in increasing the world's productivity globally. Hopefully, this finding helps develop future teaching studies.

To assess scientific progress from global to author levels, a large body of bibliometric studies could be found in many fields but relatively scarcer in the realm of language and linguistic studies, especially at a journal level. Motivated by the commitment and competence shown by the Journal of Language and Linguistic Studies, this study presents its bibliometric portrait as captured by two pieces of software, Publish or Perish and VoSviewer. from the Microsoft Academic, one of the global abstract and citation databases. The descriptive and network analyses of the journal's bibliometric data revealed the patterns of publication, citation, authorship, keyword cooccurrence, and bibliographic coupling from 2005 to 2019. The first 15 publication years have seen 482 articles by 552 authors from 142 organizations of which Turkish ones were in the majority contributing to 1,291 total citations along with regional and global indexations including in Scopus, one of the largest bibliographic databases. Evolving around the unity of psychology, linguistics, and education/ pedagogy viewed from different perspectives, the journal has been a scholarly outlet for not only local but also global issues in the realm of language and linguistics. The next 15-publication years will see the journal's growth in "internationality" in terms of authorship due to the combination of increased annual publication and recent international indexation.

Orang tua merupakan madrasah awal dan utama bagi anak-anak. Tanpa orang tua anak tidak bisa mendapatkan pendidikan yang layak. Dibutuhkan bimbingan dan pengawasan yang teratur karena kehidupan anak merupakan tanggung jawab orang tua. Adanya kebijakan stay at home dengan melakukan kerja, ibadah, dan belajar di rumah yang diambil oleh pemerintah, dalam rangka memutus mata rantai penularan Covid-19. Hal ini mengharuskan anak-anak usia sekolah belajar di rumah, disadari atau tidak telah mengembalikan tugas dan tanggung jawab orang tua dalam melakukan pendidikan bagi anak-anaknya. Berdasarkan penelitian tentang peran orang tua dalam meningkatkan motivasi belajar anak ditengah pandemi covid-19yang dilakukan melalui wawancara, observasi, dan dokumentasi bahwa peran yang dilakukan orang tua dalam meningkatkan motivasi belajar anak di tengah pandemi covid -19 yaitu orang tua sebagai panutan, orang tua sebagai fasilitator anak, dan orang tua sebagai motivator anak, adapun bentuk motivator yang dapat diberikan oleh orang tua kepada anak adalah perhatian, hadiah, penghargaan, pujian, dan hukuman. Berdasarkan analisis data yang disimpulkan bahwa peran orang tua dalam meningkatkan motivasi belajar anak di tengah pandemi covid- 19 adalah baik. Hal ini bisa dilihat dari wawancara dan observasi bahwa peran orang tua sudah direalisasikan secara baik oleh orang tua di Kelurahan Tembilahan Kota Indragiri Hilir Riau.

This article reports on a study investigating the perceptions of EFL teachers in schools and language courses (henceforth, teachers) and EFL lecturers in tertiary educational institutions (academic staff) from Indonesia regarding their definitions of and their engagements in teacher research. An online questionnaire was used to gather quantitative data from almost 400 EFL teachers and academic staff from Indonesia. The questionnaire was followed by in-depth interviews with some respondents who met the criteria set and agreed to be interviewed. Results from the study show that both teachers and academic staff align research with evidence-based practice, survey, literature-driven practice and professional communication, and observation-based popular article. In terms of engagements, most of the teachers and academic staff read research papers occasionally, and more academic staff did research compared to teachers. Research done by both teachers and academic staff is largely associated with internal and external factors, such as, professional awareness and professional obligation, with academic staff seem to receive more support to engage in research. The findings of the study provide insights for future continuous professional development (CPD) activities for English teachers and academic staff. The activities might involve exploring ways to integrate teacher research into teachers’ and academic staff’s teaching responsibilities and integrating teacher research into the short-term and long-term goals of CPD.