Technology-Enhanced English Learning (TEEL) for Dental Technician Students: Bridging Language and Technical Skills
DOI:
https://doi.org/10.29408/veles.v9i1.29027Keywords:
TEEL, ESP materials, vocational education, dental technicianAbstract
Technology-enhanced English Learning (TEEL) has been widely explored in general English instruction but remains underexamined in vocational education, particularly dental technology. Dental technology students must master specialized terminology, communicate effectively with healthcare professionals, and engage with industry-specific tools—many of which operate in English—creating a growing need for targeted language instruction. This study investigates how TEEL supports English for Specific Purposes (ESP) and Teaching English for Specific Purposes (TESP) in addressing dental technicians' specific linguistic and professional requirements. Data were collected from fifteen dental technology students enrolled in TEEL lessons at a private university in Indonesia through semi-structured interviews and classroom observations to explore this. The classroom observations focused on students participating in an English course incorporating TEEL, documenting their interactions with digital tools, engaging in lessons, and applying language skills in professional practice scenarios. Thematic analysis revealed two key findings: (1) the benefits of TEEL for dental technology students, including improved access to resources, self-paced learning, and increased motivation and engagement, and (2) challenges in integrating technology, such as limited access to digital tools and difficulties in adapting them for vocational learning. The results indicate that TEEL positively influences students’ acquisition of technical English, enhances their self-efficacy in professional communication, and facilitates real-world learning through interactive simulations. However, disparities in digital literacy and unequal access to technology hinder effective implementation. This study highlights the need for targeted interventions to improve digital literacy and ensure equitable access to technology, thereby maximizing TEEL’s impact on vocational education.
References
Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169
Bayly-Castaneda, K., Ramirez-Montoya, M., & Morita-Alexander, A. (2024). Crafting personalized learning paths with AI for lifelong learning: a systematic literature review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1424386
Bitar, N., & Davidovich, N. (2024). Transforming pedagogy: The digital revolution in higher education. Education Sciences, 14(8), 811. https://doi.org/10.3390/educsci14080811
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brinkmann, S. (2018). The interview. In N. Denzin & Y. Lincoln (Eds.), The SAGE Handbook of qualitative research (5th ed., pp. 576–599). SAGE Publications.
Chau, J., & Lee, A. (2014). Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses. Canadian Journal of Learning and Technology, 40(1).
Chen, Y. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/10.3390/app11094111
Creswell, J. W. (2013). Qualitative inquiry & research design: choosing among five approaches (3rd ed.). SAGE Publications.
David, L., & Weinstein, N. (2023). Using technology to make learning fun: technology use is best-made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, 39(2), 1441–1463. https://doi.org/10.1007/s10212-023-00734-0
Deiniatur, M., & Cahyono, B. Y. (2023). Digital literacy practices of novice English as a foreign language teacher in writing research articles for publication. Journal of Education and Learning (EduLearn), 18(1), 165–172. https://doi.org/10.11591/edulearn.v18i1.20899
Dewanto, A. C. T., Setyaningsih, E., & Putra, K. A. (2024). Investigating the relevance of ESP materials in Indonesian vocational schools: The voice of pharmacy students. Voices of English Language Education Society, 8(1), 14–23. https://doi.org/10.29408/veles.v8i1.24800
Dudina, O. (2024). Enhancing academic competence in future dentists: Leveraging English for specific purposes in dental education. Revista Romaneasca Pentru Educatie Multidimensionala, 16(3), 88–100. https://doi.org/10.18662/rrem/16.3/884
Eakle, W. S., & Bastin, K. G. (2019). Dental materials: Clinical applications for dental assistants and dental hygienists (4th ed.). Elsevier Health Sciences
Elendu, C., Amaechi, D. C., Okatta, A. U., Amaechi, E. C., Elendu, T. C., Ezeh, C. P., & Elendu, I. D. (2024). The impact of simulation-based training in medical education: A review. Medicine, 103(27), e38813. https://doi.org/10.1097/md.0000000000038813
Etikan, I. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501
Flick, U. (2018). Doing triangulation and mixed methods. SAGE Publications.
Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of barriers to digital transformation in higher education institutions: Systematic literature review. Education Sciences, 13(7), 746. https://doi.org/10.3390/educsci13070746
Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. SAGE Publications.
Hashmi, U. M., Rajab, H., & Sindi, A. E. (2019). Dental students’ perceptions of ESP material and its impact on their language proficiency: A case study of a Saudi Arabian university. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3512546
Hill, J., & Miller, K. B. (2013). Classroom Instruction That Works with English Language Learners. ASCD.
Hilty, D. M., Randhawa, K., Maheu, M. M., McKean, A. J. S., Pantera, R., Mishkind, M. C., & Rizzo, A. “. (2020). A review of telepresence, virtual reality, and augmented reality applied to clinical care. Journal of Technology in Behavioral Science, 5(2), 178–205. https://doi.org/10.1007/s41347-020-00126-x
Hsu, T. (2016). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–149. https://doi.org/10.1016/j.compedu.2016.12.007
Huang, R., Tlili, A., Xu, L., Chen, Y., Zheng, L., Metwally, A. H. S., ... & Bonk, C. J. (2023). Educational futures of intelligent synergies between humans, digital twins, avatars, and robots-the iSTAR framework. Journal of Applied Learning & Teaching, 6(2), 28-43. https://doi.org/10.37074/jalt.2023.6.2.33
Ismail, E. H., & Al-Moghrabi, D. (2023). Interrelationship between dental clinicians and laboratory technicians: a qualitative study. BMC Oral Health, 23(1). https://doi.org/10.1186/s12903-023-03395-z
Jeong, K. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(5), 2894. https://doi.org/10.3390/su14052894
Jon, R. B., Embong, R., Purnama, B., & Wadi, A. S. (2021). The challenges of English language teaching in Indonesia. International Journal of English and Applied Linguistics (IJEAL), 1(3), 158–168. https://doi.org/10.47709/ijeal.v1i3.1157
Jurado, C. A., Tsujimoto, A., Punj, A., Aida, N., Miyazaki, M., & Watanabe, H. (2021). Successful development and implementation of a digital dentistry curriculum at a US dental school. Journal of Oral Science, 63(4), 358–360. https://doi.org/10.2334/josnusd.21-0070
Kamińska, D., Sapiński, T., Wiak, S., Tikk, T., Haamer, R., Avots, E., Helmi, A., Ozcinar, C., & Anbarjafari, G. (2019). Virtual Reality and its Applications in Education: Survey. Information, 10(10), 318. https://doi.org/10.3390/info10100318
Li, K. C., & Wong, B. T. M. (2021). A literature review of augmented reality, virtual reality, and mixed reality in language learning. International Journal of Mobile Learning and Organisation, 15(2), 164. https://doi.org/10.1504/ijmlo.2021.114516
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Mahande, R. D., Susanto, A., & Surjono, H. D. (2017). The dynamics of mobile learning utilization in vocational education: Frame model perspective review. The Turkish Online Journal of Educational Technology, 16(4), 65–76.
Mahbub, M. A. (2019). English teaching in vocational high school: A need analysis. JEELS (Journal of English Education and Linguistics Studies), 5(2), 229–258. https://doi.org/10.30762/jeels.v5i2.835
Mahendra, A. W. (2020). Constructing identity: Experiences of Indonesian ESP teachers in a language institute. English Language Teaching Educational Journal, 3(3), 229–240. https://doi.org/10.12928/eltej.v3i3.2560
Menggo, S. (2022). Strengthening 21st-Century education themes in ELT material for ESP students. Voices of English Language Education Society, 6(1), 25–40. https://doi.org/10.29408/veles.v6i1.4979
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Moross, J., Seki, N., & Morio, I. (2017). English education for healthcare professionals in Japan. Japanese Dental Science Review, 53(4), 111–116. https://doi.org/10.1016/j.jdsr.2017.01.001
Moussa, R., Alghazaly, A., Althagafi, N., Eshky, R., & Borzangy, S. (2021). Effectiveness of virtual reality and interactive simulators on Dental Education Outcomes: Systematic review. European Journal of Dentistry, 16(01), 14–31. https://doi.org/10.1055/s-0041-1731837
Mulyadi, D., Singh, C. K. S., Setiawan, A., & Prasetyanti, D. C. (2023). Technology-enhanced task-based language teaching toward their self-directed language learning: ESP learners’ views. Studies in English Language and Education, 10(3), 1326–1341. https://doi.org/10.24815/siele.v10i3.27910
Nassar, H. M., & Tekian, A. (2020). Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review. Journal of Dental Education, 84(7), 812–829. https://doi.org/10.1002/jdd.12138
Natsir, M., Purba, A. S., Ellyana, E., Saragih, A. T., & Amal, B. K. (2022). English teaching in an Indonesian vocational high school majoring in industrial machinery engineering. AL-ISHLAH Jurnal Pendidikan, 14(2), 1743–1754. https://doi.org/10.35445/alishlah.v14i2.1221
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406919899220
Palacios-Rodríguez, A., Llorente-Cejudo, C., & Cabero-Almenara, J. (2023). Editorial: Educational digital transformation: New technological challenges for competence development. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1267939
Parmaxi, A. (2020). Virtual reality in language learning: a systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Rodis, O. M., Barroga, E., Barron, J. P., Hobbs, J., Jayawardena, J. A., Kageyama, I., Kalubi, B., Langham, C., Matsuka, Y., Miyake, Y., Seki, N., Oka, H., Peters, M., Shibata, Y., Stegaroiu, R., Suzuki, K., Takahashi, S., Tsuchiya, H., Yoshida, T., & Yoshimoto, K. (2014). A proposed core curriculum for dental English education in Japan. BMC Medical Education, 14(1). https://doi.org/10.1186/s12909-014-0239-4
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE Publications.
Salmani-Nodoushan, M. A. (2020). English for specific purposes: Traditions, trends, directions. Studies in English Language and Education, 7(1), 247–268. https://doi.org/10.24815/siele.v7i1.16342
Sanz, A. M. G. (2013). Fostering learner autonomy in Technology-Enhanced ESP courses. In Languages for Specific Purposes in the Digital Era. Educational Linguistics (pp. 27–44). https://doi.org/10.1007/978-3-319-02222-2_2
Seki, N., Moross, J., Sunaga, M., Hobo, K., Miyoshi, T., Nitta, H., Kinoshita, A., & Morio, I. (2016). Evaluation of simulation learning materials used to fill the gap in Japanese dental English education. PubMed, 63(1), 1–8. https://doi.org/10.11480/jmds.630101
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/jrit-10-2016-0007
Shaalan, I. E. a. W. (2020). Integrating project-based learning strategies in the design of an ESP dental vocabulary course for ESL Malaysian majors. Arab World English Journal, 11(3), 464–483. https://doi.org/10.24093/awej/vol11no3.29
Son, K., & Lee, K. (2021). Effect of computer literacy on the working time of the dental CAD software program. Journal of Prosthodontic Research. https://doi.org/10.2186/jpr.jpr_d_20_00030
Takeuchi, Y., Koizumi, H., Imai, H., Furuchi, M., Takatsu, M., & Shimoe, S. (2022). Education and licensure of dental technicians. Journal of Oral Science, 64(4), 310–314. https://doi.org/10.2334/josnusd.22-0173
Tracy, S. J. (2010). Qualitative quality: Eight “Big-Tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121
Triastuti, A., Nurkamto, J., & Sumardi, S. (2023). Translanguaging pedagogies in an ESP course: A case in Indonesia. Voices of English Language Education Society, 7(3), 527–541. https://doi.org/10.29408/veles.v7i3.23912
Urbaite, G. (2024). The role of technology in modern language education. EuroGlobal Journal of Linguistics and Language Education., 1(1), 3–10. https://doi.org/10.69760/w00r1v81
Vahid, A. (2021). Factors enabling and constraining students’ collaborative online international learning experiences. Learning Environments Research, 25(3), 895–915. https://doi.org/10.1007/s10984-021-09390-x
Wang, D., & Huang, Y. (2023). Exploring the influence of competition and collaboration on learning performance in digital game-based learning. Educational Technology Research and Development, 71(4), 1547–1565. https://doi.org/10.1007/s11423-023-10247-8
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Vivit Rosmayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
