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p-Index From 2021 - 2026
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All Journal International Journal of Language and Ubiquitous Learning
Maya Nguema
Omar Bongo University

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The Impact of Ubiquitous Learning Environments on Motivation in English Language Classes Pierre Biyogho; Maya Nguema; Estelle Ntoutoume
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3002

Abstract

The increasing integration of digital technologies into education has transformed traditional classrooms into ubiquitous learning environments (ULEs), where learning can occur anytime and anywhere. In English language education, this paradigm shift has the potential to enhance learners’ motivation by fostering autonomy, accessibility, and engagement beyond classroom walls. However, despite the growing adoption of mobile and cloud-based learning systems, empirical evidence on how ubiquitous learning affects students’ motivational dimensions remains limited. This study investigates the impact of ULEs on learners’ intrinsic and extrinsic motivation in English language classes, focusing on how continuous access to resources and interaction influences engagement and self-regulated learning. A quasi-experimental mixed-method design was employed involving 120 high school students from three urban schools in Indonesia. Participants were divided into experimental (ULE-based learning) and control (traditional classroom) groups over a 10-week intervention. Quantitative data were collected through the Motivated Strategies for Learning Questionnaire (MSLQ), while qualitative insights were derived from focus group discussions and digital learning logs. Statistical analysis using ANCOVA revealed a significant increase in intrinsic motivation (F(1,117) = 24.86, p < 0.001) and learner autonomy (F(1,117) = 19.34, p < 0.01) in the experimental group. Qualitative results indicated that flexibility, instant feedback, and collaborative features in ULEs were key factors enhancing engagement. The findings suggest that ubiquitous learning environments can significantly strengthen motivation in English language learning by enabling continuity between formal and informal contexts. The study concludes that ULEs promote learner-centered pedagogy, encouraging sustainable motivation through personalization, mobility, and real-time interaction.
Ubiquitous Language Learning for Global Communities: Mobile Learning as a Tool for Cross Cultural Communication and Language Proficiency Maya Nguema; Koffi Makaya; Wawan Hendrawan
International Journal of Language and Ubiquitous Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i3.4192

Abstract

Background. In a globalized world, language learning extends beyond traditional classrooms, requiring more flexible, accessible, and culturally inclusive methods. Mobile learning (m-learning) has emerged as a powerful tool for language acquisition, offering learners the ability to engage with content anytime and anywhere. Additionally, it facilitates cross-cultural communication by providing diverse cultural contexts, helping learners understand not only the language but also the social and cultural nuances that shape its use. Purpose. This study aims to explore the role of mobile learning as a tool for enhancing cross-cultural communication and language proficiency. The research seeks to evaluate how mobile applications, through interactive and context-based learning, promote language skills and cultural understanding, preparing learners for effective communication in global communities. Method. A mixed-methods approach was employed, combining quantitative analysis of language proficiency improvement through mobile learning apps and qualitative data from surveys and interviews to assess cultural engagement. The study involved 120 participants who used a mobile language learning app for 8 weeks. Results. The findings reveal that mobile learning significantly improved learners' language proficiency, particularly in vocabulary, speaking, and listening. Additionally, participants reported increased cultural awareness and confidence in cross-cultural interactions, highlighting the effectiveness of mobile learning in bridging cultural gaps. Conclusion. Mobile learning serves as an effective tool for language proficiency and cross-cultural communication, providing accessible, immersive, and contextually rich learning experiences for global communities.
Co-Authors Estelle Ntoutoume Koffi Makaya Pierre Biyogho Wawan Hendrawan