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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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Digital Multilingual Practices and Identity Negotiation on Social Media From a Critical Discourse Perspective Putri Indah Lestari; Indra Bayu Prakoso
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: 10.71435/688512

Abstract

Purpose: This study aims to examine how multilingual practices in social media function as strategic resources for identity construction, audience management, and meaning-making in digital communication. Subjects and Methods: The study analyzes 120 multilingual social media posts collected from Instagram, X, and Facebook, complemented by 15 semi-structured interviews with active multilingual users. Data were selected using purposive sampling and analyzed through a qualitative critical discourse approach to explore linguistic patterns, communicative functions, and identity representations. Results:  The findings reveal that multilingual practices are systematically structured rather than random. Intra-sentential code-switching emerges as the dominant form, reflecting flexible and integrated language use. English is predominantly associated with professional identity, global orientation, and credibility, while local languages are linked to emotional expression, cultural belonging, and interpersonal closeness. Users strategically combine these linguistic resources to construct hybrid identities that integrate global and local dimensions. The study also identifies high levels of metalinguistic awareness, where users consciously adjust language based on audience expectations and platform norms. Additionally, language choice is closely aligned with visual elements, indicating that multilingual practices operate within broader multimodal identity performances. Conclusions: Multilingualism in social media functions as a dynamic and strategic semiotic resource, enabling users to negotiate identity and social positioning within complex digital environments.
Translanguaging Practices in Second Language Education and Their Implications for Multilingual Language Policy Zafira Ayu Kirana; Ravindra Mahesa Putra; Nayla Qistina
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: 10.71435/688513

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 Rizqan Mahardika Putrawan; 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: 10.71435/688516

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.
Linguistic Landscapes and Cultural Identity Formation in Multilingual Urban Spaces Fajar Pratama Rizky
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: 10.71435/688514

Abstract

Purpose: This study aims to examine how linguistic landscapes in multilingual urban spaces reflect sociolinguistic hierarchies and contribute to processes of cultural identity formation. It seeks to understand the relationship between language visibility in public signage, power relations, and the ways urban residents negotiate belonging and recognition within the city. Subjects and Methods: The research employed a qualitative case study design grounded in linguistic landscape studies. Data were collected through systematic field observations, photographic documentation of public signage, and semi-structured interviews with community members, residents, and business owners in selected multilingual urban areas. The data were analyzed using qualitative thematic analysis, linguistic landscape categorization (top-down and bottom-up signage), and critical discourse analysis to interpret language choice, visibility, and ideological implications. Results: The findings reveal a patterned distribution of languages in urban public spaces, with the national language dominating official signage and heritage languages appearing primarily in localized, community-based contexts. Bottom-up signage demonstrated greater linguistic creativity through multilingual and mixed-language practices, functioning as sites of identity negotiation and cultural expression. Linguistic visibility was strongly associated with feelings of cultural recognition and belonging, while linguistic absence contributed to perceptions of marginalization. Conclusions: The study concludes that linguistic landscapes actively shape cultural identity and social inclusion in multilingual cities. More inclusive language policies are needed to recognize heritage languages and support equitable linguistic representation in urban public spaces.
Language Ideology and Power in Educational Policy Discourse: A Critical Sociolinguistic Analysis Aisyah Nur Aina Abdullah
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: 10.71435/688515

Abstract

Purpose: This study aims to critically examine how language ideology and power are constructed, negotiated, and institutionalized within educational policy discourse in multilingual contexts. It seeks to uncover how policy texts and institutional narratives shape linguistic hierarchies, marginalize minority languages, and legitimize particular language choices as natural or inevitable. Subjects and Methods: The research adopts a qualitative critical sociolinguistic design grounded in Critical Discourse Analysis (CDA). Data consist of thirty-six national and regional educational policy documents from Asia, Europe, and Africa, complemented by semi-structured interviews with policymakers and senior educators. Analytical procedures included thematic coding, discursive and lexical analysis, and triangulation between policy texts and interview data to identify dominant ideologies and power relations embedded in language policy discourse. Results: The findings reveal a consistent prioritization of national and global languages particularly English as legitimate carriers of academic knowledge and economic value, while minority and heritage languages are symbolically acknowledged but functionally constrained. Policy discourse reflects strong neoliberal rationalities, framing language as economic capital linked to competitiveness and employability. Multilingual learners are often problematized through deficit-oriented representations, and minority language communities are largely excluded from decision-making processes, reinforcing top-down governance and linguistic inequality. Conclusions: Educational policy discourse functions as a powerful ideological mechanism that normalizes linguistic hierarchies and marginalizes minority language agency. Addressing these dynamics requires participatory, equity-oriented language policies that recognize multilingualism as a central resource for sociolinguistic justice and educational inclusion.
Linguistic Strategies in AI-Generated Marketing Content: A Policy Framework for Global Brands Asep Koswara
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: 10.71435/690429

Abstract

Purpose: This study examines linguistic strategies in AI-generated marketing content and proposes a Language Policy Framework for Global Brands to ensure ethical, culturally adaptive, and consumer-centric communication. Subjects and Methods: A qualitative descriptive analysis was employed, reviewing existing literature and industry practices to assess AI-driven personalization, cultural localization, and ethical transparency in marketing communication. Results: AI enhances engagement through personalization and sentiment adaptation, but challenges include linguistic bias, cultural misalignment, and ethical concerns. Transparency and localization improve trust and consumer relationships. Conclusions: A structured Language Policy Framework integrating transparency, cultural sensitivity, and multilingual consistency is essential for responsible AI deployment in global marketing. Future research should explore hybrid AI-human collaboration for optimal brand communication.
Reimagining Language Acquisition in the Age of Artificial Intelligence through Sociolinguistic and Semiotic Perspectives Amira Ben Youssef; Mohamed Ali Trabelsi
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/

Abstract

Purpose: This study examines the effectiveness of Artificial Intelligence (AI) tools in language acquisition from sociolinguistic and semiotic perspectives, focusing on learner engagement, satisfaction, communication, and language representation. Subjects and Methods: A mixed-methods approach was employed involving learners engaged in AI-assisted language learning. Quantitative data were collected through Likert-scale surveys and quasi-experimental comparisons, while qualitative data were obtained through content analysis and interviews. Data were analyzed using descriptive and inferential statistics alongside thematic, sociolinguistic, and semiotic analysis. Results: The findings show that AI tools significantly improve learner engagement, satisfaction, and willingness to communicate, with ChatGPT demonstrating the strongest performance. AI environments foster interactive and adaptive learning experiences, enhancing learner confidence. Qualitative results reveal that AI-generated language remains predominantly standardized, with limited representation of linguistic diversity and moderate contextual sensitivity. Bias detection is uneven, reflecting underlying data imbalances, and AI contributes to shaping language use and evolution. Conclusions: AI offers substantial pedagogical benefits in language learning, yet its sociolinguistic and semiotic limitations highlight the need for more inclusive, context-aware, and ethically developed language models.
Exploring Translingual Practices as a Pathway to Inclusive Language Acquisitio Amiena Peck; Quentin Williams
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/

Abstract

Purpose: This study examines how translingual practices function as a pathway to inclusive language acquisition and investigates their influence on language proficiency, student engagement, and classroom inclusivity in multilingual educational settings. Subjects and Methods: A convergent mixed-methods design was employed involving 150 students and 10 English language teachers from five multilingual secondary schools in the Western Cape Province, South Africa, during 2024. Data were collected through classroom observations, questionnaires, interviews, focus group discussions, and language proficiency tests. Quantitative data were analyzed using descriptive statistics, Pearson correlation, independent samples t-tests, and regression analysis, while qualitative data were examined through thematic analysis. Results: Students exposed to higher levels of translingual practices demonstrated significantly greater improvements in English proficiency than those in low exposure classrooms. Translingual practices showed significant positive relationships with language proficiency, student engagement, and classroom inclusivity, with language proficiency emerging as the strongest predicted outcome (β = 0.52). Qualitative findings revealed that multilingual interaction reduced cognitive barriers, increased learner confidence, strengthened participation, and fostered a stronger sense of belonging. However, teachers identified limited instructional time, inadequate professional preparation, curriculum constraints, and insufficient institutional support as major implementation challenges. Conclusions: Translingual pedagogy provides an effective and sustainable framework for inclusive language learning by integrating cognitive, social, and linguistic development. Its long-term success requires supportive institutional policies, curriculum flexibility, multilingual assessment, and continuous teacher professional development.
Translanguaging Practices in Second Language Education and Their Implications for Multilingual Language Policy Melissa Tan Wei Ling
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 examined the predictive relationship between translanguaging practices and second language learning outcomes among university students in Singapore. Subjects and Methods:  A quantitative cross-sectional design was employed among 260 university students in Singapore. Participants were selected purposively based on their experience with English-medium or second language education. Data were collected using a structured five-point Likert-scale questionnaire measuring Translanguaging Practices and Second Language Learning Outcomes. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. Results: The measurement model demonstrated strong reliability and validity, with indicator loadings above 0.80, AVE values of 0.715 and 0.754, and HTMT of 0.741. Translanguaging practices significantly and positively predicted second language learning outcomes (β = 0.672, t = 16.390, p < 0.001), with a substantial effect size (f² = 0.823). The model explained 45.2% of the variance in learning outcomes (R² = 0.452) and demonstrated predictive relevance (Q² = 0.326). These findings indicate that multilingual practices can function as pedagogical resources in higher education. Conclusions: Translanguaging practices represent a predictor of second language learning outcomes in Singaporean higher education, supporting the integration of multilingual resources into pedagogy.

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