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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 29 Documents
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Multimodal Meaning Making and Language Learning in Digital Multilingual Environments Nurliana Sinrang
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: 10.71435/688502

Abstract

Purpose: This study examines how multimodal meaning-making in digital multilingual environments supports language learning, with particular attention to vocabulary, grammar, speaking development, learner engagement, and challenges encountered during digital learning. Subjects and Methods: A mixed-methods design was employed involving 120 university students, comprising 60 students in an experimental group and 60 in a control group. Participants were intermediate-level learners of English, Spanish, and Mandarin from diverse linguistic backgrounds. The experimental group engaged with video lessons, subtitles, visual aids, interactive games, digital storytelling, and speaking simulations, whereas the control group received traditional instruction. Quantitative data were obtained through pre-test and post-test assessments, while qualitative evidence was collected through surveys, interviews, focus groups, and classroom observations and analyzed thematically using NVivo. Results: Descriptive findings showed greater improvements in the experimental group across vocabulary, grammar, and speaking than in the control group. Qualitative findings indicated that audiovisual input, visual support, repeated practice, interactive dialogue, feedback, and low-pressure speaking simulations enhanced contextual understanding and learner confidence. However, platform navigation difficulties, cognitive overload, distraction, and unfamiliar cultural references constrained learning experiences. Conclusions: Multimodal learning offers a promising approach to multilingual language education when digital resources are systematically structured, pedagogically integrated, and culturally contextualized. The findings support a conditional rather than inherently beneficial view of multimodal learning and highlight the need for stronger experimental and longitudinal research.
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

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 Aulia Nurhidayah
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: 10.71435/688504

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 Muhammad Fauzy Fachrullah; Akmal Alam
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: 10.71435/688506

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 Ahmad Aqsal Zaqhid
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: 10.71435/688509

Abstract

Purpose: This study aimed to investigate how visual semiotic resources are interpreted and experienced by language learners in technology-mediated language education and how these resources relate to cognitive, emotional, and behavioral engagement.   Subjects and Methods: A qualitative case study was conducted with 15 language learners aged 15–20 years selected through purposive sampling. Data were collected through observations, semi-structured interviews, and digital learning material analysis. The data were analyzed using inductive thematic analysis and visual semiotic analysis, followed by triangulation. Results:  Four interconnected themes emerged: learners’ interpretation of visual semiotic resources, visual semiotics as cognitive scaffolding, emotional and behavioral engagement, and multimodal meaning-making. Learners interpreted images, animations, icons, colour-coded cues, and visual hierarchy to direct attention, contextualize language, recall information, generate sentences, and complete tasks. Visual resources were associated with enjoyment, confidence, persistence, participation, and peer interaction. Learners also integrated visual resources with textual information, prior knowledge, experience, and social interaction to construct and negotiate meaning. The findings indicate that visual resources did not automatically produce engagement; rather, engagement emerged when learners actively interpreted and connected visual affordances with task requirements and other semiotic resources. Conclusions: Visual semiotics functioned as interpretive resources that connected visual affordances with cognitive, emotional, behavioral, and social engagement. Purposeful visual design, teacher visual and multimodal literacy, and activities that transform visual information into language use are important for technology-mediated language learning. Given the qualitative and context-specific design, research across learners and settings is needed.
Reimagining Language Acquisition in the Age of Artificial Intelligence through Sociolinguistic and Semiotic Perspectives Dwiputri, Amira
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/688505

Abstract

Purpose: This study explores the transformative impact of Artificial Intelligence (AI) on language acquisition, focusing on the integration of AI tools in language learning through sociolinguistic and semiotic perspectives. The aim is to assess AI’s influence on learner engagement, teacher-student rapport, linguistic diversity, and cultural representation. Subjects and Methods: A mixed-methods approach was employed, combining quantitative surveys and experiments with qualitative sociolinguistic and semiotic analyses. Surveys measured the effectiveness of AI tools in language learning, while content analysis and interviews provided deeper insights into cultural and contextual cues embedded in AI-generated texts. Results: The results demonstrate that AI tools significantly enhance learner engagement and communication willingness, offering personalized and interactive learning experiences. However, challenges regarding linguistic diversity and bias in AI models remain, with gaps in representing regional dialects and non-standard language forms. Semiotic analysis revealed that AI still struggles to incorporate cultural and contextual nuances, which are essential for meaningful communication. Additionally, biases in AI models, including gender and racial bias, were detected, emphasizing the need for diversified training data and bias mitigation strategies. AI’s role in shaping language change was also noted, with AI tools influencing the emergence of new linguistic forms and expressions. Conclusions: AI has the potential to revolutionize language acquisition, but its development must address challenges related to linguistic diversity, bias, and cultural representation. The study advocates for a more inclusive and contextually sensitive approach to AI integration in language education to ensure equitable, meaningful, and diverse learning outcomes.
Exploring Translingual Practices as a Pathway to Inclusive Language Acquisition Kadek Agus Dwi Artha
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/688507

Abstract

Purpose: This study explores the role of translingual practices as a pathway to inclusive language acquisition, focusing on how the use of multiple languages in the classroom enhances language learning, engagement, and inclusivity for multilingual students. Subjects and Methods: The study involved 150 students and 10 teachers from five schools, selected to represent diverse educational settings (urban and rural). A mixed-methods approach was employed, combining classroom observations, interviews, focus groups, and surveys. Data were analyzed to assess the frequency and impact of translingual practices on language proficiency, student engagement, inclusivity, and perceived barriers to implementation. Results: Findings indicated that students in classrooms with more frequent translingual practices showed a greater improvement in language proficiency (13.7-point increase vs. 7.3 points in lower usage classes). Students reported feeling more comfortable and confident, with 85%-87% agreeing that using their first language alongside the target language helped their learning. Teachers identified several barriers, including time constraints, concerns about hindering second language acquisition, and lack of bilingual resources. Urban schools showed better outcomes due to greater resources, but rural schools also benefited, highlighting the adaptability of translingual practices. Conclusions: Translingual practices are an effective tool for enhancing language acquisition, fostering inclusivity, and improving student engagement. However, successful implementation requires overcoming barriers such as limited resources, curriculum constraints, and lack of teacher training. With proper support, translingualism can be an inclusive and transformative approach to language education in diverse contexts.
Reconceptualizing Language Acquisition through Embodiment and Materiality Eka Marcella; Tasya Amin Zakiyah
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/688508

Abstract

Purpose: This study aims to reconceptualize language acquisition through the integrated perspectives of embodiment and materiality by examining how bodily actions, material resources, and classroom spaces interact to shape language learning in multilingual elementary classrooms. The study also seeks to develop a conceptual explanation of how these dimensions collectively contribute to language acquisition beyond conventional cognitive perspectives. Subjects and Methods: A qualitative interpretive design was employed in two multilingual elementary school classrooms involving 24 learners aged 10–14 years and four English language teachers. Data were collected through participant observations, semi-structured interviews, and artifact analysis over a three-month period. The data were analyzed using thematic and multimodal interpretive analysis to examine patterns of bodily engagement, material mediation, spatial interaction, and collaborative meaning making. Results: Three interconnected themes emerged from the analysis. Gestures supported vocabulary retrieval, reduced communication anxiety, and sustained classroom participation. Material resources mediated meaning construction by enabling multimodal interaction between learners and learning artifacts. Flexible classroom spaces facilitated collaborative participation and authentic communicative practices. Collectively, these findings demonstrate that language acquisition develops through the reciprocal interaction of bodily, material, spatial, and social dimensions rather than through isolated cognitive processes. Conclusions: This study proposes an Embodied Material Language Learning Framework that conceptualizes language acquisition as an ecological process emerging from the continuous interaction among bodily action, material mediation, spatial participation, and collaborative meaning making. The framework extends embodied cognition and socio-material perspectives by integrating cognitive, affective, interactional, and ecological dimensions into a unified explanation of language acquisition.
English Dominance and Linguistic Justice in Contemporary Higher Education Systems Laila Husna Zahra
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/688510

Abstract

Purpose: This study investigates how English dominance operates within higher education institutions and examines its implications for linguistic justice across different institutional language policy contexts. It explores how English shapes institutional governance, academic practices, and participants' experiences while identifying strategies used to negotiate multilingual realities. Subjects and Methods:  An interpretive qualitative design was employed across three universities representing English-medium, bilingual, and local-language policy orientations. Data were collected between January and March 2024 through analysis of institutional documents and semi structured interviews with 18 lecturers, students, and policymakers. The data were analyzed using Critical Discourse Analysis integrated with thematic analysis to identify recurring patterns across institutional and individual perspectives. Results: The findings reveal that English functions not only as a medium of communication but also as an institutional logic embedded in governance, publication requirements, promotion systems, and internationalization strategies. Despite sharing similar international aspirations, the three universities implemented English differently according to their organizational contexts. Participants perceived English as both an opportunity for academic mobility and a source of linguistic insecurity, workload, and institutional pressure. Translanguaging emerged as an adaptive strategy that balanced global academic expectations with local linguistic practices. Conclusions:  Linguistic justice extends beyond formal language policy and is shaped by the interaction of structural, ideological, and affective dimensions. The study proposes an integrated framework supporting internationalization while promoting multilingual inclusion and equitable academic participation.
Semiotic Citizenship and the Construction of Belonging in Multilingual Public Spaces Aulia Rahman
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/688511

Abstract

Purpose: This study investigates how multilingual public signs construct semiotic citizenship and shape the formation of belonging within multilingual public spaces in Yogyakarta, Indonesia by integrating Linguistic Landscape Analysis, Multimodal Social Semiotic Analysis, and the concept of semiotic citizenship. Subjects and Methods: An interpretive qualitative multiple case study was conducted between April and May 2024 across Malioboro Street, the Kraton Yogyakarta Heritage Area, and Beringharjo Traditional Market. Data comprised 326 multilingual public signs, 30 semi structured interviews, systematic field observations, and policy documents. The data were analyzed using Linguistic Landscape Analysis, Multimodal Social Semiotic Analysis, thematic analysis, and methodological triangulation. Results: Four interconnected themes emerged. Multilingual visibility reflected institutional, cultural, and commercial functions rather than language diversity alone. Multimodal semiotic resources, including language, typography, colour, symbols, and spatial design, represented identity and institutional authority. Recognition, accessibility, and participation formed the sequential dimensions through which semiotic citizenship was negotiated in everyday urban life. These processes collectively fostered belonging by strengthening cultural attachment, social inclusion, and civic engagement. The findings extend linguistic landscape research by demonstrating that multilingual signs function as dynamic semiotic resources rather than passive informational artifacts. Conclusions: The study proposes the Semiotic Citizenship Pathway Model, explaining how multilingual visibility evolves through semiotic representation, recognition, accessibility, and participation to construct belonging. The model offers a theoretical framework for understanding multilingual public communication and provides practical implications for developing more inclusive language policies and urban communication strategies.

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