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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 3 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2026): LIER: Language Inquiry " : 3 Documents clear
Digital Multilingual Practices and Identity Negotiation on Social Media From a Critical Discourse Perspective Lestari, Putri Indah; Prakoso, Indra Bayu
LIER: Language Inquiry & Exploration Review Vol. 3 No. 1 (2026): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

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

Abstract

Purpose: This study aims to examine how digital multilingual practices are employed on social media to negotiate identity from a critical discourse perspective. It focuses on how language choice, code-switching, and multimodal resources function as strategic tools for self-presentation, audience management, and identity construction in digital environments. Subjects and Methods: The study adopts a qualitative design grounded in Critical Discourse Analysis. The data consist of 120 publicly accessible multilingual social media posts collected from Instagram, X (formerly Twitter), and Facebook over a three-month period, as well as 15 semi-structured interviews with active multilingual social media users. Data were analyzed through a multi-stage procedure involving linguistic categorization, functional discourse analysis, identity indexing analysis, multimodal analysis, and thematic analysis of interview data. Results: The findings reveal that multilingual practices are patterned and intentional rather than random. Intra-sentential code-switching emerges as the most prominent practice, reflecting integrated multilingual expression. English is predominantly associated with professional, global, and aspirational identities, while local languages are used to express emotional authenticity, cultural belonging, and relational closeness. Users construct hybrid identities by strategically combining linguistic and visual resources. Interview data indicate a high level of metalinguistic awareness, highlighting the role of audience orientation and platform norms in shaping language choice. Conclusions: The study concludes that digital multilingual practices function as socially meaningful and multimodal resources for identity negotiation, shaped by power relations, language ideologies, and global–local dynamics in contemporary social media discourse.
Translanguaging Practices in Second Language Education and Their Implications for Multilingual Language Policy Kirana, Zafira Ayu; Putra, Ravindra Mahesa; Qistina, Nayla
LIER: Language Inquiry & Exploration Review Vol. 3 No. 1 (2026): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

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

Abstract

Purpose: This study aims to examine the forms and pedagogical functions of translanguaging practices in second language classrooms and to analyze their implications for multilingual language policy. It seeks to bridge micro-level classroom interactions with macro-level institutional language ideologies. Subjects and Methods: The study employed a qualitative case study design conducted in a multilingual second language education program. Participants included six second language teachers and eighteen lower-intermediate to intermediate students. Data were collected through 18 classroom observations, semi-structured interviews with teachers and students, and analysis of institutional language policy documents. Data analysis involved thematic analysis, qualitative discourse analysis, and critical language policy analysis to ensure triangulation and analytical rigor. Results: Findings revealed that translanguaging was a frequent and systematic classroom practice rather than an incidental occurrence. Four dominant forms were identified: teacher-led pedagogical code-switching, peer code-mixing, meaning clarification, and affective-relational use. Translanguaging served multiple pedagogical functions, including cognitive scaffolding, conceptual reinforcement, classroom management, identity affirmation, and increased learner participation. Interview data confirmed that teachers used translanguaging intentionally to enhance comprehension and instructional efficiency, while students perceived it as supportive of understanding, confidence, and engagement. However, a clear tension emerged between effective classroom practices and monolingual-oriented institutional policies that lacked explicit recognition of translanguaging. Conclusions: The study concludes that translanguaging is an effective and legitimate pedagogical resource in second language education. To optimize its benefits, language policies should be realigned to acknowledge and support multilingual classroom realities.
Multimodal Semiotic Resources in Online Learning Environments: Meaning-Making from an Applied Linguistics Perspective Putrawan, Rizqan Mahardika; Nadira, Nadira
LIER: Language Inquiry & Exploration Review Vol. 3 No. 1 (2026): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

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

Abstract

Purpose: This study examines the use of multimodal semiotic resources in online applied linguistics courses and their role in supporting meaning-making, comprehension, and collaborative learning. Subjects and Methods: The study involved 120 undergraduate applied linguistics students who engaged with text-based slides, video lectures, infographics, podcasts, and discussion forums. A convergent parallel mixed-methods design was employed. Quantitative data were collected through surveys, usage logs, and comprehension tests, while qualitative data were gathered via semi-structured interviews and observation of forum interactions. Descriptive statistics, Pearson correlation, and thematic analysis were used to analyze the data, and findings were integrated through triangulation. Results: Slides and video lectures were the most frequently used and highly rated resources, showing strong positive correlations with comprehension scores. Infographics and discussion forums facilitated summarization, reflection, and collaborative knowledge construction, whereas podcasts were less effective when used in isolation. Students who integrated three or more modalities achieved higher comprehension, highlighting the benefits of multimodal learning. Forum participation promoted peer-to-peer negotiation of meaning, metacognitive awareness, and self-directed learning. Conclusions: The integration of multiple multimodal resources significantly enhances comprehension and meaning-making in online learning. Effective online courses should balance structured guidance, interactive engagement, and diverse resources, positioning multimodal approaches as essential for fostering collaborative, reflective, and self-directed learning in applied linguistics education.

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