MULTI LAYERED TECHNOLOGY ENHANCED LANGUAGE LEARNING (TELL) ECOSYSTEM IN HIGHER EDUCATION: A CASE STUDY OF ENGLISH TEACHER EDUCATION
DOI:
https://doi.org/10.47178/vkbhms31Keywords:
Computer-Assisted Language Learning (CALL), digital pedagogy, English as a Foreign Language (EFL), learning management systems (LMS), technology-enhanced language learning (TELL)Abstract
Technology integration in English as a Foreign Language (EFL) higher education has evolved from ad-hoc software usage into complex, interconnected learning ecosystems. This study investigates the multi-layered Technology-Enhanced Language Learning (TELL) ecosystem supporting the English Education Study Program at Universitas Kristen Indonesia Toraja (UKI Toraja). Employing a qualitative descriptive case-study design, data were collected through documentary analysis of institutional policy documents (RIPSTI 2020–2025, RENSTRA, and curriculum blueprints) and systematic platform observations of institutional digital learning environments. The findings reveal five complementary functional layers: (1) learning management via SPADA as the primary pedagogical space for asynchronous reading, writing, and collaborative discussions; (2) academic information management via e-Campuz; (3) technology-supported language practice via the Language Laboratory for Computer-Assisted Language Learning (CALL) and phonetic training; (4) internet and digital repositories as enabling infrastructure; and (5) digital-content production and authentic communication through student podcasting and multimedia activities; with Generative Artificial Intelligence (AI) recognized as an emerging formative feedback layer. Grounded in the TPACK and SAMR frameworks, this study proposes a four-tier Technology Integration Model that bridges technological affordances with EFL macro-skills development. The findings provide actionable blueprints for regional universities seeking to optimize TELL implementations amidst infrastructural constraints.
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