Digital-Based Indonesian Language Learning in Higher Education: A Review of Trends, Challenges, and Emerging Technologies

Meyny Kaunang; Gebriela   Rumangu; Ervita C.  Tania; Fitriani  Fitriani; Muh. Al Fachrizah   Fitra

doi:10.31849/4gnffs30

Authors

Meyny Kaunang Universitas Negeri Manado, Tondano, Indonesia
Gebriela Rumangu Universitas Negeri Manado, Tondano, Indonesia
Ervita C. Tania Universitas Manado, Manado, Indonesia.
Fitriani Fitriani Universitas Negeri Makassar, Makassar, Indonesia.
Muh. Al Fachrizah Fitra Universitas Negeri Makassar, Makassar, Indonesia.

DOI:

https://doi.org/10.31849/4gnffs30

Keywords:

Digital language learning, Language education, Bahasa Indonesia, Higher education, ICT integration , Digital literacy

Abstract

Digital transformation has significantly influenced Indonesian language learning in higher education through the integration of ICT, digital platforms, and artificial intelligence (AI). However, existing studies remain fragmented, often focusing on specific technologies or isolated pedagogical practices without providing a comprehensive understanding of how digital learning is implemented in Indonesian language education. This gap highlights the need for a systematic review that synthesizes current evidence, identifies dominant trends, and examines emerging challenges in the context of rapid digital transformation. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol to analyze empirical studies published between 2020 and 2026. Data were collected from Scopus and Google Scholar databases using predefined inclusion and exclusion criteria. From 300 initial records, 23 eligible studies were selected and analyzed through thematic coding and cross-study synthesis. The findings reveal five interconnected themes: digital learning strategies, ICT integration, language-specific pedagogy, digital literacy, and AI-based learning technologies. The review indicates that digital technologies tend to support engagement and language learning when combined with student-centered instructional design and adequate digital competence. Digital literacy also emerged as both a facilitator of learning participation and a source of inequality related to access and technological skills. In addition, AI-based tools provide opportunities for interactive and personalized learning while raising concerns regarding learner dependency and pedagogical control. This study proposes a holistic framework integrating pedagogy, technology, digital literacy, learner readiness, and AI in Indonesian language learning. The review is limited to higher education studies indexed in Scopus and Google Scholar. Future research should investigate longitudinal impacts of AI-supported language learning and integrated digital pedagogical models.

Author Biographies

Meyny Kaunang, Universitas Negeri Manado, Tondano, Indonesia

Dr. Meyny S. C. Kaunang, M.Pd. is a senior lecturer at Universitas Negeri Manado (UNIMA) and the Coordinator of the Study Program for Drama, Dance, and Music Education (Sendratasik) in the Faculty of Language and Arts at UNIMA. She focuses on performing arts education and the use of traditional music as a teaching medium, and she actively organizes and leads academic activities and guest lectures to broaden student perspectives.
Gebriela Rumangu, Universitas Negeri Manado, Tondano, Indonesia

Gebriela Rumangu is a researcher at the English Education Department, Faculty of Languages and Arts, Universitas Negeri Manado, Tondano, Indonesia. Her academic interests focus on English language education, academic writing, student literacy, and the development of effective learning practices. She has contributed to scholarly and community-based academic writing initiatives, particularly in supporting students’ ability to write clearly, logically, and systematically. As an emerging scholar, she is committed to promoting meaningful English learning, strengthening academic literacy, and contributing to educational improvement through research and academic engagement.
Ervita C. Tania, Universitas Manado, Manado, Indonesia.

Ervita C. Tania, S.Pd., M.Pd. is a senior lecturer at Universitas Manado, Indonesia. Her academic work focuses on English language teaching, listening skills, technology-supported learning, and the development of effective instructional strategies for English learners. She has contributed to research on podcast-based learning and group discussion as practical approaches to improving students’ listening comprehension. As an educator and scholar, she is committed to strengthening English learning through meaningful classroom practice, research-based teaching, and continuous academic engagement.
Fitriani Fitriani , Universitas Negeri Makassar, Makassar, Indonesia.

Dr. Fitriani, S.Pd., M.Pd. is lecturer at Universitas Negeri Makassar. Her academic interests focus on English language education, with particular attention to technology in English Language Teaching. Her scholarly work reflects a strong commitment to improving language learning through research-based instruction, digital learning innovation, and student-centered pedagogy. As an educator and researcher, she continues to support the development of effective, engaging, and meaningful English learning practices in higher education.
Muh. Al Fachrizah Fitra, Universitas Negeri Makassar, Makassar, Indonesia.

Muh. Al Fachrizah Fitra is a researcher affiliated with the English Education Department, Graduate Program, Universitas Negeri Makassar, Makassar, Indonesia. His academic interests focus on English language education, sociolinguistics, discourse analysis, cultural studies, and language learning in diverse educational contexts. His scholarly work reflects a strong concern for how language, culture, and education shape students’ learning experiences and social adaptation. As an emerging researcher, he is committed to developing meaningful studies that support English learning, strengthen academic inquiry, and contribute to broader discussions in language and culture.

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