cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adam Mudinillah
Contact Email
adammudinillah@staialhikmahpariangan.ac.id
Phone
+6285379388533
Journal Mail Official
adammudinillah@staialhikmahpariangan.ac.id
Editorial Address
Jorong Kubang Kaciak Dusun Kubang Kaciak, Kelurahan Balai Tangah, Kecamatan Lintau Buo Utara, Kabupaten Tanah Datar, Provinsi Sumatera Barat, Kodepos 27293
Location
Kab. tanah datar,
Sumatera barat
INDONESIA
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. 4 (2025)" : 5 Documents clear
Using Augmented Reality (AR) to Create Place-Based Language Learning Tasks in the Historic Old Town of Jakarta Yang Xiang; Li Na; Sun Wei; Rustiyana Rustiyana
International Journal of Language and Ubiquitous Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i4.2843

Abstract

Background. Place-based learning has gained increasing attention in language education for its ability to situate meaning-making within authentic sociocultural environments. In Indonesia, the Historic Old Town of Jakarta (Kota Tua) represents a rich linguistic and cultural landscape that remains underutilized as a pedagogical resource for contextualized language learning. Purpose. This study explores the use of AR to design and implement place-based language learning activities that enhance learners’ engagement, vocabulary acquisition, and cultural awareness. Method. Employing a design-based research approach, the study involved 42 university students who completed AR-mediated tasks across selected historical landmarks. Data were collected through pre- and post-tests, field observations, and semi-structured interviews. Results. The findings indicate that AR significantly increased learner engagement, facilitated more meaningful vocabulary retention, and encouraged students to make connections between linguistic input and the cultural narratives of Kota Tua. Conclusion. The study concludes that AR-enhanced place-based tasks offer a promising pedagogical model for integrating digital technologies with experiential learning in heritage settings. Further research is recommended to explore scalability, long-term learning effects, and cross-cultural applicability.  
Cross-Cultural Communication Through Virtual Language Exchanges: A Southeast Asian Perspective Lucas Mae; Pietro Guidi; Jordan Oson
International Journal of Language and Ubiquitous Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i4.2995

Abstract

Background. Globalization and rapid technological advancement have transformed the development of intercultural understanding, particularly through virtual language exchanges that connect learners across national boundaries. Purpose. This study aimed to explore the influence of virtual language exchange programs on cross-cultural communication among Southeast Asian university students, with a focus on the development of intercultural awareness, linguistic adaptability, and digital collaboration skills. Method. A mixed-method research design was employed involving 120 university students from Indonesia, Malaysia, Thailand, and Vietnam. Quantitative data were collected through surveys administered before and after participation in virtual exchanges, while qualitative data were obtained from online interviews and discussion logs. Results. The findings showed a significant improvement in participants’ cross-cultural sensitivity and confidence in intercultural communication (p < .05). Qualitative analysis revealed that sustained virtual interaction fostered empathy, respect for linguistic diversity, and greater awareness of cultural nuances in communication. Conclusion. The study concludes that virtual language exchange programs are effective pedagogical tools for enhancing cross-cultural communication and promoting regional connectivity in Southeast Asia.
Digital Divide in English Language Learning: Challenges in Remote Indonesian Islands Mohlomi Molapo; Ava Brown; Tikitai Tewake
International Journal of Language and Ubiquitous Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i4.2996

Abstract

Background. The digital divide remains a persistent challenge within Indonesia’s education system, particularly in remote island regions where access to technology and reliable internet infrastructure is limited Purpose. This study aimed to investigate the barriers and implications of the digital divide in English language learning among students in Indonesia’s remote islands. It focused on three key dimensions: access to digital infrastructure, teacher readiness for technology-mediated instruction, and students’ digital literacy. Method. A mixed-method research design was employed involving 150 English teachers and 300 students from ten remote islands in eastern Indonesia. Quantitative data were collected through structured questionnaires, while qualitative data were obtained from in-depth interviews and classroom observations. Results. The findings revealed that inadequate internet connectivity, limited availability of digital devices, and insufficient teacher training significantly hinder effective English language instruction. Statistical analysis showed that students in underconnected regions scored approximately 35% lower on digital-based English learning assessments compared to their urban counterparts. Conclusion. The study concludes that the digital divide not only restricts progress in English language learning but also intensifies educational inequality and social exclusion in remote regions of Indonesia.
Designing Lifelong Language Learning Programs for Working Adults Through Mobile Learning Abraham Berhe; Theo Ghirard; Titi Latu
International Journal of Language and Ubiquitous Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i4.3000

Abstract

Background. The increasing demand for continuous professional development among working adults has emphasized the need for flexible, accessible, and sustainable language learning opportunities. Traditional classroom-based instruction often fails to accommodate adult learners who face constraints related to time, location, and work schedules. Purpose. This study aimed to design and evaluate a lifelong language learning program for working adults through mobile learning platforms. It specifically examined the pedagogical, technological, and motivational factors that support sustained learner engagement and long-term language retention. Method. A mixed-method research design was employed involving 150 working professionals from various industries in Jakarta. Quantitative data were collected through pre- and post-tests and learner engagement analytics, while qualitative data were obtained from semi-structured interviews and learner diaries. Results. The results demonstrated significant improvements in participants’ vocabulary acquisition, communication confidence, and long-term language retention following the mobile learning intervention. Qualitative findings revealed that personalized content, task relevance to professional contexts, and mobile accessibility were key factors in sustaining learner engagement over time. Conclusion. The study concludes that mobile-assisted lifelong language learning programs provide an effective and scalable approach to adult language education.
Integrating Ubiquitous Language Learning into the Workplace: A Lifelong Learning Model for Corporate Employees in Multinational Companies Fernando Castillo; Ethan Tan; Ava Lee
International Journal of Language and Ubiquitous Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i4.3006

Abstract

Background. Globalization and rapid digital transformation have increased the demand for continuous language learning among employees working in multinational corporations. Ubiquitous Language Learning (ULL), supported by mobile and cloud-based technologies, offers flexible, context-responsive opportunities for enhancing communicative competence beyond traditional training settings. Purpose. This study aims to design and evaluate a workplace-oriented ULL model that supports sustained English language learning among employees in multinational companies.   Method. A mixed-methods approach was employed, combining a quasi-experimental design involving 142 employees from three global corporations with qualitative insights from interviews and usage analytics. Results. Results showed significant improvements in employees' communicative performance, including enhanced vocabulary retention, greater confidence in cross-cultural interactions, and increased frequency of spontaneous workplace language use. Usage analytics demonstrated that learning effectiveness was highest when activities were integrated into authentic professional tasks rather than delivered as standalone modules. Conclusion. The study concludes that a well-designed ULL model promotes continuous, self-directed learning and supports employees' professional growth in multicultural corporate environments.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 3 (2026) Vol. 4 No. 2 (2026) Vol. 4 No. 1 (2026) Vol. 3 No. 6 (2025) Vol. 3 No. 5 (2025) Vol. 3 No. 4 (2025) Vol. 3 No. 3 (2025) Vol. 3 No. 2 (2025) Vol. 3 No. 1 (2025) Vol. 2 No. 4 (2024) Vol. 2 No. 3 (2024) Vol. 2 No. 2 (2024) Vol. 2 No. 1 (2024) Vol. 1 No. 4 (2023) Vol. 1 No. 3 (2023) Vol. 1 No. 2 (2023) Vol. 1 No. 1 (2023) More Issue