Students’ voices matter because they tell us different perspectives of what happens in the classroom. This study focused on the students’ voices of the English Teachers’ technical and digital preparedness in technology-enhanced language learning. The study was designed in a descriptive quantitative method using a 4-point Likert scale questionnaire. This study recruited 105 nursing students to voice their teachers’ preparedness in the technology technology-enhanced learning during the pandemic. The result indicated the respondents’ voice expressed that their English teachers positively transformed along with the time. Teachers were found to be positively prepared in digital literacy, digital classroom, and digital assessment after a short period. Implications suggest that teachers and students adopt remote learning as it will soon be the new normal in Language Teaching.

This study seeks to find out the English teachers' reflections and lessons learned in language teaching during the pandemic. The method used was a guided narrative frame in which the teachers from the suburban wrote down their feelings and lived experiences. The data was analysed using thematic analysis and presented in themes. The findings indicate that the teachers found it challenging at the beginning of their online teaching. Both the teachers and students faced problems including economic situations, tech problems and mental struggles. Interestingly, this finding is similar to the outskirt teachers and students' problems. Besides, the teachers have learned the most vital things during their language teaching in the early year of the pandemic. They continuously shift their teaching strategies, provide personalised feedback to support the students' engagement, and become adaptable teacher-learners.  Suggestions are provided for both teachers and policymakers.

Latar Belakang: Dewasa ini, teknologi adalah bagian yang tidak terpisahkan kehidupan sehari-hari kita, apalagi dari kehidupan para remaja di Indonesia. Semua bidang termasuk dunia pendidikan terimbas pengaruh perkembangan teknologi dan oleh karena itu kegiatan pembelajaran harus mampu menjawab tantangan zaman revolusi industri 4.0. Akan tetapi, apabila tidak disikapi dengan bijaksana, perkembangan teknologi yang pesat ini dapat membawa pengaruh negatif bagi para siswa. Oleh karena itu, guru-guru diharapkan dapat mengimbangi kemajuan memanfaatkan teknologi saat proses pembelajaran sehingga teknologi dapat digunakan untuk kegiatan yang positif, yakni menciptakan pembelajaran  yang kreatif dan menyenangkan  sehingga dapat menunjang prestasi siswa. Tujuan: Kegiatan PKM ini bertujuan untuk memberikan pelatihan bagaimana cara memanfaatkan teknologi yakni penggunaan fitur gamifikasi daring gratis untuk membantu proses belajar mengajar diruangan kelas. Metode:  Kegiatan pelatihan diadakan dalam bentuk workshop selama 2 sesi, yaitu dengan pengenalan fitur gamifikasi daring gratis; Kahoot! dan Quizizz, menguji coba dengan menempatkan guru sebagai siswa, kemudian membuka akun dan mendesain kuis sendiri. Hasil: Di akhir kegiatan, para guru berhasil membuka akun sendiri dan menguji coba kuis yang mereka kerjakan dengan rekan guru yang lain. Mereka juga didapati menggunakan fitur gamifikasi daring gratis yang telah diperkenalkan pada kegiatan belajar mengajar setelah pelatihan berakhir.

Study abroad (SA) is a daunting process in which students who encounter cross-border face a whole new world. They go through positioning and being positioned by others. There is an on-going salient power asymmetry in their language use, which affects their desire to speak up and participate in the new community. This study aimed to scrutinize the ways Indonesian students negotiated their identities through their language use. Using open-ended questionnaires (OEQ)and semi-structured interviews, this study focused on 7 participants who were in the midst of the master’s degree program in England. The results indicated that the participants experienced the identities negotiation multifacetedly. Participants who exercised their agency and invested in their language use challenged the positioning attached to them. As a result, they constructed new identities and gained central participation in the local community. Meanwhile, participants who could not resist the power asymmetry withdrew and formed a more solid community with other international students. Lastly, some participants were also found to maintain their emotional security by not making any contact through their language use. Participants who resisted any contacts but with fellow home students interestingly developed an increased nationalism. Therefore, this article calls for the teachers’ attention and how to devise the English Language Teaching classroom better and program providers’ of how to provide the support for the SA students best.

This study explored the permeating strategies used by the international student in request acts and the common features appearing during the language use as international students in Indonesia, where English is used as a Lingua Franca. The study employed a set of Oral Discourse Completion Test (ODCT) to collect the data from eight international students. Ten ODCTs were composed based on the relative power, social distance, and imposition and were analysed based on the Cross-Cultural Study of Speech Act Realization Patterns (CCSARP). The result was presented in descriptive qualitative where the most frequently used strategies were conventionally indirect – suggestory formulae. Meanwhile, the content analysis indicated that address terms and lengthy reasonings were the most common features appearing in the request acts made. The results offer that interlanguage pragmatic in lingua franca context occurs smoothly as the international students can combine the local culture in their language use.