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International Journal of Language and Ubiquitous Learning
Published by Yayasan Adra Karima Hubbi
ISSN : 30267102     EISSN : 30308372     DOI : 10.70177/ijlul
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
International Journal of Language and Ubiquitous Learning (IJLUL) is a peer-reviewed academic journal devoted to issues related to foreign and second language teaching/learning and how Ubiquitous Learning can be used to enhance language teaching and learning. Its primary goal is to disseminate scholarly information on issues related to language teaching research. Particular Attention is paid to problems associated with foreign and second language instruction. IJLUL publishes articles and book reviews in English. Articles which have a sound theoretical base with a visible practical application which can be generalised will be prioritised. There will be 4 issues per year of IJLUL a year, appearing in the months of Macrh, June, September, and December. Published in both hardcopy and softcopy, IJLUL utilises Open Journal System (OJS) to allow it to reach a wider audience from different parts of the globe. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the IJLUL follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 84 Documents
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Integration of Artificial Intelligence and Big Data in Arabic Language Learning: A New Paradigm for Personalization Sutisna, Dede; Al-Fahim, Omar
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1766

Abstract

Background. The integration of Artificial Intelligence (AI) and Big Data in education holds the promise of personalizing learning experiences and improving learning outcomes. The Arabic language, with its unique linguistic structure and complexities, poses specific challenges that these technologies could address. This study explores how AI and Big Data can be leveraged to enhance Arabic language learning, focusing on their potential to improve personalization and effectiveness across both formal and informal learning environments. Purpose. This research aims to investigate the impact of AI and Big Data on Arabic language learning, with an emphasis on the personalization of learning experiences and the enhancement of learning outcomes in both formal and informal educational settings. Method. A mixed-methods approach was employed, involving students from schools, universities, and language learning centers. Participants were divided into two groups: an experimental group utilizing AI and Big Data tools, and a control group relying on traditional teaching methods. Data were collected through pre- and post-test assessments, surveys, and interviews to evaluate learning outcomes and levels of student engagement. Results. The findings indicate a notable improvement in learning outcomes in both formal and informal settings. In formal learning environments, students demonstrated a 22% increase in test scores, while in informal settings, the increase was 18%. Engagement levels were higher in formal settings, with 85% of learners reporting high involvement, compared to 75% in informal settings. Conclusion. AI and Big Data significantly enhance Arabic language learning, particularly in formal educational contexts. The study underscores the importance of tailoring AI and Big Data applications to suit different learning environments for optimal effectiveness. These technologies offer a promising avenue for improving both the personalization and efficacy of language learning.
Virtual Classroom in the Hand: Adapting an E-Learning Platform for English Language Learners Latifah, Nur; Joshi, Nikhil; Kusumaning Tyas, Novita; Fitriani, Nining; Oktaviana, Ariana
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1767

Abstract

Background. The development of digital technology has changed the paradigm of foreign language education, but existing e-learning platforms are still not fully able to accommodate the diversity of individual needs of students. Purpose. This study aims to develop and test the effectiveness of adaptive e-learning platforms that are able to dynamically adjust learning content based on students' characteristics, learning styles, and English language skills. Method. The results showed a significant increase in English language competence in the experimental group with an average score increase of 23.2 points. Statistical analysis revealed a positive correlation between content personalization and learning motivation (p<0.01). Adaptive platforms have been proven to be effective in lowering language anxiety and increasing students' confidence. Results. The conclusion of the study confirms the transformative potential of adaptive technology in foreign language education. A platform that integrates artificial intelligence, psychological approaches, and innovative pedagogical is able to create a personalized and meaningful learning experience. Conclusion. The study concludes that mobile-compatible e-learning platforms can effectively support ELLs, providing an engaging and accessible learning environment that enhances language proficiency. Further research is recommended to explore long-term retention rates and the impact of additional personalized features.
Ubiquitous Learning and Multicultural Competence: Improving Cross-Cultural Communication Skills Lekahena, Vabio; Frets. Pessireron, Marcus; Thi Lan, Tran; Makulua, Korlina; Liline, Lidya J.
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1769

Abstract

Background. In the era of globalization, cross-cultural communication skills have become increasingly essential due to the rise in intercultural interactions. As societies become more interconnected, the ability to effectively communicate and collaborate across cultures is vital. This research emphasizes the importance of fostering multicultural competence and enhancing cross-cultural communication skills through technology-based learning programs. Purpose. The study aims to explore how ubiquitous learning can improve multicultural competence and cross-cultural communication skills. It seeks to understand the impact of technology-driven learning on enhancing participants' ability to navigate and engage in diverse cultural contexts. Method. A mixed-methods design was employed, combining quantitative surveys and qualitative interviews. The participants included students from various cultural backgrounds. The quantitative data were collected through pre- and post-intervention surveys to assess changes in cross-cultural communication skills, while qualitative data were gathered through interviews to capture in-depth insights into the participants' experiences and perceptions of the learning program. Results. The results demonstrated a significant improvement in participants' cross-cultural communication skills, with scores increasing from 65 before the intervention to 82 after the intervention. The qualitative analysis revealed positive themes, such as increased cultural understanding and greater self-confidence in interacting with people from diverse backgrounds. Conclusion. The study concludes that a holistic and collaborative learning approach can have a profound impact on improving multicultural competence. The research highlights the effectiveness of technology-based learning in fostering cross-cultural communication skills and making educational curricula more inclusive and relevant to the needs of participants in a multicultural environment. This study contributes to the development of more inclusive educational programs that better equip students to engage in global and multicultural contexts.
Learning Pattern Analysis through Learning Analytics: Improving Language Learning in Ubiquitous Contexts Safar, Muh.; Santos, Luis
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1770

Abstract

Background. The increasing use of technology in education, particularly application-based learning, has the potential to enhance language learning. Effective language acquisition relies on analyzing learning patterns to improve student engagement and outcomes. With the growing role of learning analytics, this research explores how technology can be applied to understand and improve language learning in a broader context. Purpose. The study aims to analyze language learning patterns through learning analytics and explore how technology can contribute to enhancing language learning in various contexts. Specifically, it focuses on identifying how different learning behaviors and engagement levels influence language proficiency. Method. A quantitative research approach was used, collecting data from 200 learners who utilized language learning applications. The data were analyzed to identify patterns in user engagement and learning behaviors, focusing on the relationship between time spent on different types of learning materials and language proficiency outcomes. Results. The findings reveal that learners who spent more time engaging with conversation and writing materials generally showed better language skills. In contrast, students with basic language proficiency were found to focus more on grammar and vocabulary materials. This suggests that more advanced learners benefit from interactive, communicative tasks, while beginners need a focus on foundational elements like grammar and vocabulary. Conclusion. The study concludes that language learning is more effective when it involves social and contextual interaction, rather than relying solely on passive methods like memorization. These findings offer valuable insights for the design of language learning applications that are more adaptive to student preferences, encouraging more personalized and engaging learning experiences. The research highlights the importance of considering different learning patterns to enhance the overall effectiveness of language learning technology.
Adaptive Learning Technologies in Arabic Language Education: Designing for Flexibility and Accessibility Keumalawati, Cut; Hossam, Ahmed
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1807

Abstract

Background. Arabic language education faces the challenge of providing flexible and accessible learning methods to a diverse range of students with different levels of ability. Adaptive learning technologies are considered a potential solution to address these challenges by allowing for the customization of learning materials and experiences according to individual needs. Purpose. This study aims to explore the use of adaptive learning technology in Arabic language education, with a focus on flexibility and accessibility for students. Method. This study uses a quasi-experimental design by involving students who use adaptive learning platforms. Data is collected through pre-test and post-test tests as well as student engagement surveys during the learning process. Results. The results showed that students who used adaptive learning technology experienced a significant improvement in test scores and showed higher engagement compared to students who used conventional learning methods. This system provides a more personalized learning experience and is tailored to the individual needs of students. Conclusion. This study concludes that adaptive learning technology can be an effective solution in Arabic language education, by improving learning outcomes and student engagement. However, external support from teachers is still needed to maximize the effectiveness of this system.
Prediction of Indonesian Learning Achievement Using Machine Learning Models Safar, Muh.; Anis, Nina
International Journal of Language and Ubiquitous Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.1921

Abstract

Background. Student learning achievement is one of the important indicators in assessing the effectiveness of education. Various factors such as student attendance and socioeconomic status have been known to affect learning outcomes. However, the influence of access to technology in the context of education in Indonesia has not been studied in depth. In today's digital era, access to technology is an important aspect that can support or hinder the learning process of students. Purpose. This study aims to analyze the influence of student attendance, socioeconomic status, and access to technology on student learning achievement. In addition, this study also aims to test the accuracy of machine learning models in predicting student exam results based on these variables. Method. This study uses a quantitative approach with the application of machine learning models, including linear regression and decision trees. The data used includes students' test scores, attendance levels, socioeconomic status, and access to technology devices and networks. Results. The results of the analysis showed that student attendance, socioeconomic status, and access to technology had a significant influence on learning achievement. The machine learning model applied is able to predict students' exam results with a high level of accuracy, demonstrating the effectiveness of this approach in educational analysis. Conclusion. This study emphasizes the importance of external factors, especially access to technology, in predicting student learning achievement. A more inclusive education policy is needed by expanding access to technology and educational facilities, in order to support the equitable distribution of learning quality in all circles.
The Influence of Digital Culture on the Development of Students' Linguistic Identity Irianto, Sugeng; Malik, Fatima
International Journal of Language and Ubiquitous Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.1922

Abstract

Background. This research is motivated by significant changes in the way students interact and communicate due to the development of digital culture. In the midst of the rapid use of social media and other digital platforms, its influence on the development of students' linguistic identities has not been widely researched. Digital culture has created a new communication space that tends to be informal and different from the language norms in the academic space. Purpose. This study aims to analyze how digital culture affects the development of students' linguistic identities in the context of education. Method. This study uses a quantitative approach with a descriptive design. Data was collected through questionnaires and interviews involving 200 students from several high schools. The research instrument is designed to uncover the pattern of students' language use in the digital world and its relation to formal language skills. Results. The results showed that most students use informal language, such as slang and slang, more often in cyberspace. This difference causes some students to have difficulty adapting to the formal language used in academic contexts. Although some students have successfully adjusted, there are indications that these changes have impacted the effectiveness of their formal language use. Conclusion. Digital culture affects students' linguistic identities in a complex way. Therefore, a more flexible approach to education is needed to deal with these challenges. Advanced research can explore other factors that influence the development of students' linguistic identities, such as family factors and local culture.
Utilization of Technology in Early Childhood Education Fatima Mardina Angkur, Maria
International Journal of Language and Ubiquitous Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.2061

Abstract

Background. The use of technology in early childhood education is growing along with the advancement of digitalization. Technology can be an effective tool in improving children's learning experience, but its excessive use also poses challenges in their social and emotional development. Purpose. This study aims to analyze the impact of technology utilization on children's involvement in learning and identify the challenges faced in its implementation in the early childhood education environment. Method. This study uses a quantitative method with a descriptive approach. Data was collected through observations, interviews with educators, and questionnaires given to parents and teaching staff. Data analysis was carried out using descriptive statistical techniques and reliability validity tests. Results. The results of the study showed that technology had a positive impact on children's motivation and involvement in learning. Children who use interactive digital media show an improvement in material comprehension compared to conventional learning methods. However, several challenges such as limited access to technology and lack of educator skills in its use are still obstacles in the optimal application of technology. Conclusion. Technology has great potential in improving the effectiveness of early childhood learning when used with a balanced and directed approach. The use of technology needs to be supported by training for educators and policies that ensure equal access to technology for all children.
Building Learning Awareness: Mindful Learning Strategies in the Independent Curriculum in Balinese Culture-Based Schools Karmini, Ni Wayan; Bagus Purwasidemen, Ida; Wahyu Adi Gotama, Ni Nyoman; Yudabakti, Imade; Sri Winarti, Ni Nyoman
International Journal of Language and Ubiquitous Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.2062

Abstract

Background. Learning awareness is an important element in the modern education system, especially in the implementation of the Independent Curriculum which emphasizes the flexibility and independence of students. Mindful learning is present as a strategy that can help students manage attention, improve focus, and understand the material more deeply. Balinese culture-based schools have great potential in implementing mindful learning because of the values of local wisdom that are in line with the principles of mindfulness. Purpose. This study aims to analyze the effectiveness of mindful learning strategies in increasing learning awareness in Balinese culture-based schools in the context of the Independent Curriculum. The study also explores how the integration of local cultural values can strengthen the implementation of mindful learning in the education system. Method. This study uses a mixed-method method with a quasi-experimental design and a case study. The research sample consisted of several Balinese culture-based schools, namely SMA Negeri 1 Ubud, SMA Saraswati Denpasar, and SMA Negeri 2 Singaraja. Quantitative data was collected through mindful learning scale instruments and classroom observation, while qualitative data was obtained from teacher interviews and student reflections. Results. The results showed that mindful learning applied with a culture-based approach increased students' learning awareness by up to 21.5%, with the greatest impact on emotional regulation and engagement in learning. The most effective approaches to mindful learning are awareness-based discussions, daily reflection journals, and learning based on local wisdom. Conclusion. Mindful learning integrated with local culture has proven effective in increasing students' learning awareness. The integration of Balinese cultural values strengthens the relevance and depth of mindfulness practices in the context of Merdeka Curriculum education.
The Utilization of Educational Technology to Improve the Bilingual Abilities of Elementary School Children: A Case Study of First and Second Language Interaction Dwanda Putra, Lovandri; Nur Rahmi, Sri; Farah, Rina
International Journal of Language and Ubiquitous Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.2150

Abstract

Background. Educational technology is increasingly being used to support bilingual learning in elementary school children. The interaction between first and second languages in the context of education is still a challenge in formal learning. The use of technology is expected to be able to improve children's bilingual skills without reducing their first language competence. Purpose. This study aims to analyze the effectiveness of educational technology in improving the bilingual ability of elementary school children and understanding the interaction between first and second languages in the learning process. The study also explores the factors that contribute to the success of technology-based bilingual learning. Method. The research method uses a quantitative approach with a pseudo-experimental design. The sample consisted of elementary school students who were divided into control and experimental groups. The instruments used included language tests, observations, and interviews with teachers and parents. Data were analyzed using statistical tests to measure improvement in bilingual skills before and after technological interventions. Results. The results of the study show that the use of educational technology significantly improves children's bilingual skills. Second language scores increased higher than first languages, but without causing a decrease in first language competence. The factors of the duration of technology use, teacher guidance, and parental support play an important role in the effectiveness of technology-based bilingual learning. Conclusion. The conclusion of this study confirms that technology can be an effective tool in increasing bilingualism in elementary school children if used in a directed manner and supported by a conducive learning environment. The implications of this research provide new insights for the development of technology-based curriculum as well as the development of language learning applications that are more balanced in accommodating the first and second languages.

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