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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 15 Documents
 1   2 
Multimodal Meaning Making and Language Learning in Digital Multilingual Environments Sinrang, Nurliana
LIER: Language Inquiry & Exploration Review Vol. 2 No. 2 (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/

Abstract

Purpose: This study investigates the role of multimodal learning tools in language acquisition within digital multilingual environments. The primary goal was to assess how learners engage with semiotic resources like text, images, audio, and video in enhancing language skills Subjects and Methods: A mixed-methods design was used, with quantitative data from pre- and post-tests measuring improvements in vocabulary, grammar, and speaking proficiency, and qualitative data from interviews and focus groups capturing learners’ perceptions and experiences. Results: The results indicated that learners using multimodal resources showed significant improvements in all language skills, especially in speaking proficiency. Vocabulary and grammar scores in the experimental group increased by 15% and 12%, respectively, while speaking skills saw a 20% improvement. Learners expressed positive perceptions of the multimodal tools, particularly video-based lessons and interactive exercises, though challenges related to platform navigation and cognitive overload were noted. The study concludes that multimodal learning tools are effective in enhancing language acquisition, but emphasizes the need for careful design to minimize challenges. Conclusions: Future research should explore ways to optimize digital tools for diverse learner needs, and further investigate the long-term impact of multimodal learning on language retention.
Reframing Language Policy and Multilingual Education in the Indonesian Context Sevtianto, Bagus
LIER: Language Inquiry & Exploration Review Vol. 2 No. 2 (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/

Abstract

Purpose: This study explores the reframing of language policies and multilingual education in Indonesia, focusing on how language proficiency and multilingual education programs affect students' academic performance. The aim was to identify the challenges and opportunities of integrating local languages, Bahasa Indonesia, and global languages like English into the educational system. Subjects and Methods: Using a mixed-methods approach, the study combined quantitative surveys and qualitative interviews to gather data from students, teachers, school administrators, and policymakers across Indonesia. Results: The findings revealed that proficiency in Bahasa Indonesia was positively correlated with academic success, yet bilingualism, particularly in local languages, also enhanced cognitive flexibility and improved academic outcomes. The study highlighted significant regional disparities, with urban schools demonstrating better implementation of multilingual education programs compared to rural areas. Teachers and students expressed positive views on multilingual education, but the implementation of policies was often inconsistent and lacked clear guidance. The study contributes to the body of knowledge on multilingual education by providing empirical data on the impact of language policies in Indonesia. Conclusions: The findings suggest that more inclusive and flexible language policies are needed to address the diverse linguistic needs of students, particularly in rural areas. Further research is needed to evaluate the long-term effects of multilingual education on students' socio-economic outcomes and its role in fostering national unity.
The Sociolinguistics of Language Policy and Educational Reform in Southeast Asia Nurhidayah, Aulia
LIER: Language Inquiry & Exploration Review Vol. 2 No. 2 (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/

Abstract

Purpose: This study explored the impact of language policies on educational reform in Southeast Asia, focusing on Malaysia, Indonesia, and the Philippines. The findings indicate that while language policies in these countries are designed to promote national unity and global competitiveness, they often face challenges in balancing multilingualism with cultural preservation. Subjects and Methods: The study found that in Malaysia and Indonesia, the implementation of bilingual or multilingual education is hindered by resource limitations and disparities between urban and rural areas. In the Philippines, while the Mother Tongue-Based Multilingual Education (MTB-MLE) policy has shown positive results in early education, challenges remain in transitioning students to national and international languages in higher grades. Results: The study contributes to the body of knowledge by providing a comparative analysis of language policy implementation across three diverse Southeast Asian countries. It highlights the need for more inclusive and context-sensitive language policies that not only foster national unity but also preserve local languages and cultures. The findings suggest that greater attention should be given to teacher training, resource allocation, and support for multilingual classrooms. Conclusions: Future research could explore the long-term impact of language policies on students’ cognitive and socio-cultural development, as well as investigate the role of digital technology in supporting multilingual education in the region.
The Interplay of Language Policy and Learner Agency in Multilingual Educational Contexts Fachrullah, Muhammad Fauzy; Alam, Akmal
LIER: Language Inquiry & Exploration Review Vol. 2 No. 2 (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/

Abstract

Purpose: This study aims to explore the interplay between language policy and learner agency in multilingual educational contexts, focusing on how institutional policies influence learners' language behaviors, academic performance, and overall agency. Subjects and Methods: The research involved 300 secondary school students from multilingual educational settings, with 120 students whose home language matched the medium of instruction and 180 whose home language differed. A mixed-methods approach was employed, combining qualitative interviews and focus group discussions with quantitative surveys and performance data. The study examined learners' perceptions of language policies, their agency indicators (e.g., language control, switching frequency, participation), and academic achievement across subjects (Math, Science, Social Studies). Results: The results revealed that learners with home-instruction language alignment reported higher agency, confidence, and participation in classroom discussions. In contrast, those with mismatched home languages exhibited higher language switching and lower confidence in using their home languages. Participation in multilingual programs correlated with better academic outcomes, particularly in language proficiency and subjects like Science and Math. The study found significant correlations between supportive language policies (inclusive of home languages) and enhanced learner agency, while restrictive policies hindered agency and engagement. Conclusions: The study concludes that inclusive and flexible language policies positively influence learner agency, which in turn enhances academic achievement. Policy climates that value linguistic diversity are crucial for empowering learners, particularly those from diverse linguistic backgrounds. Addressing socio-economic inequalities is also necessary to ensure equitable educational opportunities for all students.
Visual Semiotics and Learner Engagement in Technology Mediated Language Education Zaqhid, Ahmad Aqsal
LIER: Language Inquiry & Exploration Review Vol. 2 No. 2 (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/

Abstract

Purpose: This study aimed to investigate the role of visual semiotics in shaping learner engagement within technology-mediated language education. It sought to explore how visual elements such as images, icons, animations, and color-coded cues influence cognitive, emotional, and behavioral engagement, as well as how learners interpret and make meaning from these semiotic resources. Subjects and Methods: The study employed a qualitative case study design involving 10–15 language learners participating in digital language learning activities. Data were collected through observations, semi-structured interviews, and analysis of digital learning materials. Observations focused on learners’ interactions with visual semiotic elements, interviews captured learners’ subjective experiences and interpretations, and material analysis identified semiotic features embedded in the digital platform. Data were analyzed using thematic coding and semiotic analysis to identify patterns in learners’ engagement and meaning-making. Results: The findings revealed that visual semiotics serve as cognitive scaffolds, enhancing comprehension, reducing cognitive load, and supporting strategic learning. Emotional engagement was strengthened through the aesthetic, interactive, and meaningful design of visual materials, increasing motivation, confidence, and enjoyment. Behavioral engagement manifested in active participation, task completion, peer collaboration, and strategic attention to visual cues. Patterns of semiotic meaning-making emerged, showing that learners integrated visual, textual, and experiential information to construct understanding. Conclusions: Visual semiotics are integral to learner engagement in technology-mediated language education, functioning as active mediators of cognitive, emotional, and behavioral processes. Strategic integration of semiotic resources in instructional design, teacher training, and institutional management can enhance engagement, optimize learning outcomes, and support inclusive, multimodal digital learning environments. These findings highlight the need to reconceptualize engagement frameworks to account for multimodal semiotic affordances.

Page 2 of 2 | Total Record : 15

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