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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. 5 (2025)" : 5 Documents clear
The Role of Social Media Platforms like TikTok and Instagram in Informal Language and Cultural Learning Windo Dicky Irawan; Clara Mendes; Livia Alves
International Journal of Language and Ubiquitous Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i5.2840

Abstract

Background. Social media platforms, particularly TikTok and Instagram, have emerged as powerful tools for informal language and cultural learning in recent years. These platforms facilitate real-time, interactive content sharing, creating a dynamic environment for users to engage with various languages and cultures. Purpose. This research aims to investigate the impact of TikTok and Instagram on language acquisition and cultural understanding among users, particularly focusing on their educational potential.   Method. The study employs a qualitative research approach, using content analysis of popular educational videos on both platforms. In-depth interviews with users from diverse linguistic and cultural backgrounds were also conducted to explore personal experiences and learning outcomes. Results. The findings suggest that TikTok and Instagram significantly contribute to informal language learning, offering learners access to authentic content, native speakers, and cultural expressions. Additionally, the study highlights the role of visual and interactive elements in enhancing comprehension and retention. Conclusion. In conclusion, social media platforms, while not substitutes for formal education, serve as valuable supplemental tools for language and cultural learning.
The Efficacy of an AI-Powered Chatbot for Improving Conversational Fluency Among Indonesian University Students Roya Zahir; Razia Khan; Zara Ali; Rustiyana Rustiyana
International Journal of Language and Ubiquitous Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i5.2841

Abstract

Background. Developing conversational fluency in English remains a persistent challenge for Indonesian university students, particularly due to limited opportunities for authentic interaction and a strong reliance on form focused classroom instruction. Purpose. This quantitative study aimed to investigate the preferences of Thai This study investigates the efficacy of an AI powered chatbot in improving students’ conversational fluency within an Indonesian higher education context. The research aims to examine how AI mediated conversational interaction influences fluency development and to evaluate students’ perceptions of the chatbot as a learning tool.   Method. Quantitative data were obtained through pre  and post tests measuring speech rate, lexical richness, and utterance smoothness, while qualitative insights were collected through semi structured interviews and reflective journals Results. The findings show a statistically significant improvement in conversational fluency, with notable gains in speech rate and lexical variation. Students reported increased confidence, reduced speaking anxiety, and high levels of engagement during AI assisted practice. Conclusion. The study concludes that AI powered chatbots can serve as an effective supplementary tool for enhancing conversational fluency in EFL contexts, although long term integration requires pedagogical scaffolding and attention to ethical considerations.
Cloud-Based Learning Platforms and Their Impact on English Writing Skills in Rural Schools Olivia Green; Thomas Mitchell; Amine Ali
International Journal of Language and Ubiquitous Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i5.2994

Abstract

Background. In rural Indonesian schools, where access to qualified English teachers and adequate learning resources is often limited, these platforms provide a potential solution to reduce the urban rural education gap, particularly in the development of writing skills. Purpose. This study aimed to investigate the impact of cloud-based learning platforms on students’ English writing skills in rural secondary schools. It focused on examining how digital collaboration, feedback mechanisms, and self-paced learning influence writing performance and learner engagement. Method. A mixed-method research design was employed involving 100 students from three rural secondary schools in Indonesia. Participants took part in a 10-week instructional intervention using cloud-based platforms, namely Google Classroom and Microsoft OneNote. Results. The findings indicated a significant improvement in students’ English writing performance after the intervention (p < .05), particularly in text organization, vocabulary use, and grammatical accuracy. Qualitative analysis revealed that cloud-based platforms increased learner motivation, promoted peer collaboration, and enabled timely and effective teacher feedback despite existing infrastructural limitations. Conclusion. The study concludes that cloud-based learning platforms effectively support the development of English writing skills in rural educational contexts.
Exploring the Use of AR in Teaching Grammar to ESL Students: A Mixed-Methods Study Eva König; Marieke de Boer; Khadija Gnama
International Journal of Language and Ubiquitous Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i5.3001

Abstract

Background. The rapid advancement of educational technology has opened new possibilities for integrating Augmented Reality (AR) into English language teaching, particularly in grammar instruction for ESL learners. Traditional grammar teaching often depends on abstract explanations and repetitive drills, which can reduce learner engagement and limit contextual understanding. Purpose. This study aimed to examine the effectiveness of AR-based instruction in improving ESL students’ grammatical competence and learning engagement compared to conventional grammar teaching methods. It also sought to explore learners’ perceptions of AR as a tool for understanding abstract grammatical concepts. Method. A mixed-method research design was employed involving 80 intermediate-level ESL learners divided into an experimental group receiving AR-based grammar instruction and a control group receiving traditional instruction. Quantitative data were collected through pre- and post-tests. Results. The findings revealed a significant improvement in the experimental group’s post-test grammar scores compared to the control group (p < 0.01), indicating that AR-based instruction positively influenced grammatical mastery. Qualitative results showed that learners perceived AR as highly engaging, motivating, and effective in helping them visualize and understand abstract grammatical concepts. Conclusion. By transforming abstract language forms into immersive and context-rich learning experiences, AR promotes deeper understanding, learner autonomy, and sustained motivation, demonstrating strong potential to redefine grammar teaching through student-centered and technology-enhanced approaches.
“Accidental” Language Acquisition: A Study of Indonesian Youth Learning English Informally through Online Gaming and Streaming Culture Mariama Bah; Samira Mohammed; Marcia Hendriks
International Journal of Language and Ubiquitous Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i5.3005

Abstract

Background. Informal digital environments have become influential spaces for incidental language learning among young people, especially where formal classroom instruction alone may not adequately foster communicative fluency. Purpose. This study aimed to investigate how Indonesian youth acquire English incidentally through engagement in online gaming and streaming cultures. It focused on identifying the types of linguistic features acquired, the social-interactional mechanisms that facilitate learning, and the extent to which these informal experiences complement or exceed outcomes from formal English instruction. Method. A qualitative descriptive research design was employed using digital ethnography. Data were collected from 32 participants aged 13–22 through in-depth interviews, observation of online interactions, and discourse analysis of chat logs and voice communications over a three-month period. Results. The findings indicated that participants acquired functional vocabulary, pragmatic expressions, and increased communicative confidence primarily through authentic peer interaction, task-based collaboration, and the need to negotiate meaning during gameplay. Participants reported notable improvements in listening comprehension and speaking fluency, often perceiving faster progress in informal digital environments than in formal classroom settings. Conclusion. The study concludes that online gaming and streaming cultures function as dynamic and self-sustaining ecosystems for incidental English language learning. These environments provide rich exposure, strong motivation, and meaningful interactional demands that are frequently limited in school-based instruction.

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