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International Journal of Language and Ubiquitous Learning
Published by Yayasan Adra Karima Hubbi
ISSN : 30267102     EISSN : 30308372     DOI : 10.70177/ijlul
Core Subject :
International Journal of Language and Ubiquitous Learning (IJLUL) is a peer-reviewed journal focusing on the integration of Ubiquitous Learning in foreign and second language teaching and learning. It addresses the challenges and innovative solutions in language education, with a particular emphasis on how Ubiquitous Learning environments can enhance language acquisition processes. IJLUL stands out by prioritizing articles with a strong theoretical foundation and clear practical applications, ensuring that research can be generalized to various contexts. The journal aims to provide a platform for advancing research in language education, promoting interdisciplinary discussions, and exploring new educational technologies. Its scope covers language learning strategies, educational technologies, instructional design, and the role of ubiquitous environments in language pedagogy. Published bimonthly | February, April, June, August, October, and December. IJLUL engages with cutting-edge research in language education, learning analytics, mobile learning, and other emerging fields in language instruction. All papers undergo a rigorous review process, with submissions evaluated by a team of international experts in language teaching and Ubiquitous Learning. Articles must be written in English and adhere to the journal’s standards for theoretical rigor, practical applicability, and scholarly depth. IJLUL follows an open access policy, making all content freely available online to foster a wider academic audience.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 3 (2025)" : 5 Documents clear
Integrating Generative AI (e.g., ChatGPT) as a Collaborative Writing Partner in an Academic English Course: A Pedagogical Study Iin Almeina; Ava Lee; Marcus Tan; Rustiyana Rustiyana
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2845

Abstract

Background. Traditional writing instruction often struggles to provide continuous feedback, individualized support, and opportunities for iterative revision, leading to gaps in students’ development of critical thinking and academic discourse skills. Generative Purpose. This study investigates the pedagogical impact of integrating ChatGPT as a collaborative writing partner in an Academic English course. Method. Employing a mixed-methods design, the study involved 36 university students who participated in a six-week intervention consisting of guided writing tasks, AI-supported drafting sessions, and reflective activities. Results. The findings indicate noticeable improvements in coherence, lexical precision, and argumentative structure, accompanied by increased student confidence and metacognitive engagement. Participants viewed ChatGPT as a supportive partner that enhanced idea generation and revision processes, although concerns regarding overreliance and critical evaluation emerged. Conclusion. The study concludes that generative AI can serve as an effective pedagogical tool when integrated with explicit instruction and human guidance.
Use of ClassPoint and Interactive Applications as Ubiquitous Learning Media in Mufradat Learning: Literature Study Nilam Cahya Munandar; Lidia Nelfianti; Rashid Rahman
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2858

Abstract

Background. The rapid development of educational technology has shifted learning environments from traditional classroom settings toward flexible, technology-enhanced ecosystems that allow students to access materials anytime and anywhere. However, the integration of interactive platforms in Arabic vocabulary learning remains underexplored Purpose. This literature study aims to analyze how ClassPoint and selected interactive applications support ubiquitous learning principles, enhance student engagement, and improve vocabulary mastery. Method. The analysis indicates that ClassPoint, with its interactive quiz features, annotation tools, and immediate feedback system, contributes to active participation and fosters learner autonomy. Results. Similarly, other interactive applications such as Quizizz, Quizlet, and Kahoot facilitate repeated exposure to vocabulary, multimodal reinforcement, and context-based learning, all of which are essential for mufradat acquisition. The findings also show that ubiquitous learning environments provide greater flexibility for students to practice language skills beyond the classroom, thereby increasing retention and motivation. Conclusion. In conclusion, the literature supports the view that combining ClassPoint with interactive applications offers an effective and engaging approach to mufradat learning, particularly when aligned with ubiquitous learning principles.
Mobile-Assisted Language Learning (MALL) for Indonesian EFL Learners: Enhancing Vocabulary Through Gamified Apps Ming Pong; Rit Som; Vann Sok
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2991

Abstract

Background. Rapid technological advancement has reshaped English language teaching, prompting the integration of mobile-assisted language learning (MALL) as a dynamic medium for vocabulary acquisition. In Indonesia, where English is a foreign language (EFL), learners often struggle to retain vocabulary due to limited exposure and traditional memorization-based methods. Purpose. This study investigates the effectiveness of gamified mobile applications in enhancing Indonesian EFL learners’ vocabulary mastery within the MALL framework Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. Data were collected through pre- and post-tests, learner attitude questionnaires, and semi-structured interviews. Statistical analysis using paired-sample t-tests revealed a significant improvement in vocabulary scores of the experimental group compared to the control group (p < .05). Qualitative findings further indicated that gamification fostered higher motivation, self-efficacy, and autonomous learning behaviors.. Conclusion. The study concludes that integrating gamified MALL platforms effectively bridges linguistic and motivational challenges among Indonesian EFL learners, providing a sustainable alternative to traditional instruction. These findings underscore the pedagogical potential of mobile technology to support vocabulary development and learner engagement in digitally enriched learning environments.
Integrating AI Chatbots into ESL Speaking Practice: A Study on Learner Autonomy in Jakarta Alexia Mavrommatis; Felipe Souza; Rafaela Lima
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2992

Abstract

Background. Artificial Intelligence (AI) chatbots have emerged as transformative tools in English as a Second Language (ESL) instruction, particularly for enhancing speaking skills through interactive, learner-centered engagement. Purpose. The research aims to identify the extent to which chatbot-based interaction fosters independent language learning, self-regulation, and communicative confidence. Employing a mixed-method design, data were collected from 80 undergraduate ESL learners through pre- and post-speaking assessments, learner autonomy questionnaires, and semi-structured interviews.   Method. Quantitative data were analyzed using paired-sample t-tests to measure improvements in speaking fluency and autonomy, while qualitative responses provided deeper insights into learners’ perceptions and experiences. Results. Results indicated significant gains in both speaking performance (p < .05) and self-directed learning behaviors, with participants reporting increased confidence, flexibility, and willingness to practice without instructor supervision. Qualitative findings further revealed that AI chatbots, perceived as nonjudgmental interlocutors, reduced learners’ speaking anxiety and encouraged spontaneous communication. Conclusion. The study concludes that integrating AI chatbots into ESL speaking activities effectively promotes learner autonomy and oral proficiency. These findings underscore the pedagogical potential of AI technology to foster independent, interactive, and confidence-building learning experiences in Indonesian ESL contexts.
Augmented Reality Flashcards to Improve Early Literacy in Indonesian Primary Schools James Njoroge; Wang Jing; Zhang Li
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2993

Abstract

Background. Early literacy development is a crucial foundation for lifelong learning, yet many Indonesian primary school students continue to face difficulties in recognizing letters, decoding words, and connecting phonemes to visual symbols. Traditional flashcards, while useful, often fail to sustain young learners’ attention or provide interactive engagement. Purpose. This study aims to examine the effectiveness of AR-based flashcards in improving early literacy skills among first-grade students in Indonesian primary schools. Method. Employing a quasi-experimental design, the study involved 60 students divided into an experimental group using AR flashcards and a control group using conventional printed flashcards over six weeks. Data were collected through pre- and post-literacy assessments and classroom observations. Results. Statistical analysis using paired-sample t-tests indicated a significant improvement in letter recognition, word decoding, and reading fluency among the experimental group (p < .05). Observational findings also revealed heightened motivation, concentration, and active participation when AR elements were integrated into literacy instruction. Conclusion. The study concludes that AR flashcards provide a powerful medium for enhancing foundational literacy through multisensory engagement and interactive learning. The findings highlight the potential of AR technology to enrich early childhood education and support Indonesia’s national efforts in promoting digital-based learning environments.

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