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LIER: Language Inquiry & Exploration Review
Published by Pemuda Peduli Publikasi Insan Ilmiah
ISSN : -     EISSN : 30627702     DOI : https://doi.org/10.71435
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LIER: Language Inquiry & Exploration Review stands at the forefront of interdisciplinary research and discussion within the realms of linguistics, language education, and linguistic anthropology. With a keen eye on both theoretical frameworks and practical applications, this journal serves as a vibrant platform for scholars, educators, and practitioners to disseminate innovative findings, engage in critical discourse, and explore the multifaceted nature of language and communication. Each issue offers a rich tapestry of articles that delve into language acquisition, sociolinguistics, language policy, semiotics, and more, reflecting the latest advancements and debates in the field. Through rigorous peer review and a commitment to academic excellence, "Language Inquiry & Exploration Review" fosters a dynamic and inclusive scholarly community, contributing significantly to our understanding of language as a fundamental human faculty and its role in shaping societies and cultures around the globe.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2025): LIER: Language Inquiry " : 5 Documents clear
Examining the Effectiveness of ChatGPT as a Conversational Partner for Indonesian EFL Learners Ummi, Khaisya Sabina Nazarul
LIER: Language Inquiry & Exploration Review Vol. 2 No. 1 (2025): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/639189

Abstract

Purpose: This study evaluates the efficiency of ChatGPT as a conversational partner in enhancing English proficiency among Indonesian learners within the English as a Foreign Language (EFL) context. It examines ChatGPT’s potential as both a learning tool and a scalable alternative for institutions with limited instructional resources. Subjects and Methods: A quantitative pre-experimental design was adopted, employing a one-group pretest–posttest method with 40 intermediate-level university students. Over a period of four weeks, participants engaged in structured conversations with ChatGPT. Speaking performance was videotaped and assessed using a standard rubric measuring fluency, vocabulary, and grammatical accuracy. In addition, learner perceptions were gathered through a structured questionnaire. Results: Findings revealed statistically significant improvements across all assessed components, with the greatest gains in fluency and vocabulary. Questionnaire data indicated high levels of satisfaction, motivation, and perceived benefit, with a positive correlation between learner satisfaction and performance growth. These results suggest that ChatGPT enhances communicative competence while also increasing learner engagement. Conclusions: ChatGPT demonstrates strong potential as an instructional aid in EFL learning and as a cost-effective solution for large programs. Effective integration, however, requires careful planning, ethical oversight, and teacher preparedness to ensure sustainable adoption.
Language Use in TikTok Activism by Gen Z Communities Aprilia, Cika
LIER: Language Inquiry & Exploration Review Vol. 2 No. 1 (2025): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/639190

Abstract

Purpose: This study investigates the linguistic behaviors of Generation Z in TikTok-driven protest movements and explores their implications for management studies. It examines how Gen Z employs creative language practices to construct activist discourse and challenge institutional authority within global digital platforms. Subjects and Methods: Employing a qualitative approach, the study analyzes linguistic tools such as satire, vernacular codes, emotional appeals, and participatory memes within TikTok content created by Gen Z communities. Data were drawn from online observations and discourse analysis of protest-related materials, focusing on how these practices shape communicative dynamics. Results: The findings indicate that Gen Z’s targeted linguistic actions on TikTok represent a sophisticated form of discursive agency. Rather than being ephemeral, these practices influence the image of social groups, corporate reputation, and stakeholder legitimacy. Within management contexts, Gen Z activism disrupts traditional organizational communication, creating new challenges for stakeholder engagement and crisis management. Activists function as decentralized communication agents, compelling institutional actors to respond to digitally constructed meanings. Conclusions: The study concludes that organizations must adapt to communication environments characterized by linguistic hybridity, digital remix culture, and affective connectivity. Managers are urged to recognize and engage with these dynamics proactively to maintain ethical authenticity and value alignment.
The Impact of English-Only Instruction Policies in Indonesian Higher Education Institutions Pangestu, Aditya
LIER: Language Inquiry & Exploration Review Vol. 2 No. 1 (2025): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/639191

Abstract

Purpose: This study explores the impact of English-only instruction policies in Indonesian higher education, particularly how such policies are interpreted, implemented, and experienced by academic stakeholders. It examines the extent to which English-medium instruction (EMI) advances institutional goals of internationalization while addressing challenges in practice. Subjects and Methods: A qualitative approach was employed, involving in-depth interviews with faculty members, students, and administrators across multiple Indonesian universities. This method allowed for rich insights into stakeholders’ perceptions, experiences, and strategies in navigating English-only policies. Results: Findings indicate that English-only instruction policies are often implemented unevenly, generating fragmented practices across institutions. Students frequently report linguistic anxiety, reduced classroom participation, and a reliance on informal code-switching. Faculty and administrators highlight a gap between the symbolic appeal of English for global competitiveness and the limited pedagogical and institutional support available. The policy is thus perceived as more symbolic than functional, reflecting external benchmarks rather than educational priorities. Conclusions: The study emphasizes the need for context-sensitive, multilingual, and equity-oriented policies. Sustainable internationalization in higher education requires moving beyond rigid English-only mandates toward inclusive strategies that empower both educators and learners.
The Effectiveness of Task-Based Language Teaching in Enhancing High School Students’ Communicative Competence Nasir, Aliyah Riyanti
LIER: Language Inquiry & Exploration Review Vol. 2 No. 1 (2025): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/639192

Abstract

Purpose: This study aims to examine the effectiveness of Task-Based Language Teaching (TBLT) in improving the communicative competence of high school students learning English, addressing the gap between grammar-based instruction and the development of authentic communication skills. Subjects and Methods: A quasi-experimental quantitative design was employed, involving an experimental group taught using TBLT and a control group taught through conventional grammar-based methods. Communicative competence was measured across four dimensions grammatical, sociolinguistic, discourse, and strategic using a standardized rubric applied in pre-test and post-test evaluations. Data analysis was conducted through paired-sample and independent-sample t-tests, with effect sizes determined using Cohen’s d. Results: The findings revealed that students in the experimental group achieved significantly greater gains in all areas of communicative competence compared to the control group, with large effect sizes confirming the strong impact of TBLT. Beyond measurable improvements in language performance, TBLT also fostered higher engagement, peer collaboration, and strategic language use, bridging classroom instruction with real-world communicative practices. Conclusions: The study provides robust empirical evidence supporting the integration of TBLT into high school curricula. It underscores the need for systemic support in teacher training, effective task design, and performance-based assessments to ensure sustainable and impactful implementation.
Digital Pedagogical Innovations in English Language Education: A Systematic Literature Review Khatimah, Husnul
LIER: Language Inquiry & Exploration Review Vol. 2 No. 1 (2025): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/639193

Abstract

Purpose: This systematic review aims to examine the incorporation of digital technologies in English language education, comparing it to conventional, non-digital approaches. The study investigates the effects of digital tools, including AI-driven tutoring systems, mobile learning platforms, and gamification, on improving language learning experiences. Subjects and Methods: The study utilized a structured approach in conducting a systematic literature review. Extensive analysis of current scholarly works on the integration of digital technologies in language education was conducted, focusing on studies that explore the use of AI tools, mobile platforms, and gamified learning. Results: The findings of this study indicate that digital technologies provide notable benefits to language learning. These include personalized learning paths, increased engagement through interactive content, and the opportunity to practice language skills in immersive, realistic scenarios. Despite these benefits, persistent challenges such as the digital divide, the necessity for teacher training, and the financial implications of adopting new technologies remain. These issues can hinder the full integration of digital technologies into language learning. Conclusions: The study concludes that digital innovations have a substantial impact on language learning outcomes. However, it is essential to emphasize that these technologies should be used in conjunction with, rather than as a substitute for, traditional methods. A hybrid approach combining the structured nature of traditional education with the interactive and adaptable qualities of digital methods has the potential to yield more comprehensive language learning outcomes.

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