Af’idatul Husniyah
Computer-assisted language learning (CALL) is an expanding field that has garnered considerable global interest. Despite its widespread popularity, research in this area often neglects a significant and persistent issue encountered by teachers in developing nations: unreliable internet connectivity. This is particularly relevant in Indonesia, where mobile broadband speeds average ranks among the slowest globally. To explore how language teachers address this issue, the present study conducted interviews with eight language teachers at higher education institutions in Indonesia and a 60-minute focus group discussion with five higher education language teachers. The findings revealed a range of problems associated with slow internet connections, including disrupted learners’ psychological ‘flow’, reduced interactivity between teachers and learners, unethical behaviour, and a decline in motivation to participate in class activities. To address these challenges, these language teachers employed several strategies, such as relearning about online teaching, utilizing alternative technology to supplement or replace synchronous meetings, and redesigning tasks and assessments. By highlighting the challenges faced by language teachers and the strategies they employ to overcome them, this study can inform future efforts to enhance the efficacy of technology-assisted language learning in Indonesia and other contexts where slow internet connections present a challenge. © 2025 selection and editorial matter, Lee McCallum and Dara Tafazoli; individual chapters, the contributors.
Politeknik Negeri Malang, Indonesia; The University of Edinburgh, United Kingdom