https://mojet.net/index.php/mojet <p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education &amp; educational technology. MOJET serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational technology.</p> <p><strong>Publication Frequency:</strong> Quarterly / every three months / 4 issues per year (January, April, July, October). Possible articles should be reviewed anonymously by members of an editorial board.</p> <p>The reviewing process usually takes 4 to 6 months.</p> <p><strong><span style="color: #000000;">Publication Fee:</span> </strong>There is no publication fee for the manuscripts published in MOJET. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> <p><span class="VIiyi" lang="en">If the articles are accepted in accordance with a quality publication policy, the companies that are accepted as proofreading service will be notified to the authors.</span></p> <p>MOJET utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.</p> Bilge Publishing en-US Malaysian Online Journal of Educational Technology 2289-2990 https://mojet.net/index.php/mojet/article/view/559 <p>This study investigated the impact of AI-driven brainstorming tools on process writing instruction and students' writing outcomes in the context of third-year Thai university students. A mixed-methods approach was employed to examine the effectiveness of AI-driven brainstorming tools, foreign English lecturers' preferences and comments towards AI-generated brainstorming results, students' preferences for specific AI chatbots, and the perceived challenges and facilitative factors experienced by students. The findings revealed that the intervention group using AI tools significantly outperformed the conventional group on two out of three assignments (People: <em>p </em>= .002; Things: <em>p</em> &lt; .001), with ChatGPT emerging as the most popular AI chatbot (78.8%). Foreign English lecturers acknowledged the AI chatbots' strengths but preferred students' brainstorming results. Overreliance on AI for idea generation was identified as the most concerning challenge (<em>M</em> = 4.62), while enhanced creativity (<em>M</em> = 4.53) and increased idea generation (<em>M</em> = 4.51) were the most appreciated facilitative factors. The study demonstrates the potential of AI-driven brainstorming tools to revolutionize process writing instruction and highlights the importance of striking a balance between leveraging AI benefits and fostering students' independent thinking and creativity skills.</p> Chalermsup Karanjakwut Kamonwan Charunsri Copyright (c) 2025 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2025-01-06 2025-01-06 13 1 1 18 10.52380/mojet.2025.13.1.559 https://mojet.net/index.php/mojet/article/view/566 <p>Adolescence is a critical developmental period marked by increased stress and vulnerability to mental health issues. Meaningful peer relationships are known to protect against these challenges, but the rise of technology and social media use has impacted how adolescents form connections. Research indicates that adolescents' preference for social networks over face-to-face interactions may contribute to loneliness, emotion dysregulation, social media addiction, and the fear of missing out (FoMO). This study aims to examine the mediating role of emotion dysregulation and social media addiction in the relationship between loneliness and FoMO among adolescents. A sample of 342 students (mean age: 12.72, 171 girls, 171 boys) from a public secondary school in Istanbul was surveyed. The UCLA Loneliness Scale-Short Form, the Difficulty in Emotion Regulation Scale-Short Form, the Social Media Addiction Scale for Adolescents, and the Fear of Missing Developments in Social Media Scale were used to collect data. Descriptive statistics and structural equation modeling (SEM) were applied for data analysis.Results showed that both emotion dysregulation and social media addiction fully mediated the relationship between loneliness and FoMO. Bootstrap analyses with 5,000 resamples confirmed the significance of both direct and indirect effects. The findings suggest that greater loneliness is linked to higher emotion dysregulation, increased social media addiction, and heightened FoMO. Interventions aimed at improving social skills, emotion regulation, and reducing social media addiction could help mitigate these effects and support adolescent mental well-being.</p> Fulya Türk Büşra Koçyiğit Copyright (c) 2025 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2025-01-06 2025-01-06 13 1 19 36 10.52380/mojet.2025.13.1.566