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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. 6 (2025)" : 5 Documents clear
The Ethics of AI in Language Assessment: A Critical Examination of Algorithmic Bias in Automated Speaking and Writing Tests Roni Subhan; Alejandro Díaz; Karan Singh
International Journal of Language and Ubiquitous Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i6.2838

Abstract

Background. The growing adoption of artificial intelligence (AI) in language assessment has generated serious ethical concerns, particularly regarding algorithmic bias in automated speaking and writing tests. Purpose. This study aimed to investigate the ethical challenges associated with algorithmic bias in AI-based language assessments, with a specific focus on automated speaking and writing evaluations. Method. A qualitative research design was employed. Data were collected through a systematic analysis of existing literature on AI in language assessment, expert interviews with educators and AI developers, and a review of selected case studies involving automated language testing systems. Results. The findings indicate that algorithmic bias is a significant issue in AI-driven language assessments. Biases in speech recognition and automated text evaluation were found to contribute to inaccurate scoring and unfair assessment outcomes for certain demographic groups. These biases have the potential to perpetuate systemic inequalities and undermine the validity and reliability of AI-based language testing. Conclusion. The study concludes that although AI offers considerable potential for advancing language assessment, its ethical risks must be carefully addressed. Ensuring transparency, fairness, and accountability is essential in the design and implementation of AI-based assessment systems.
Designing a Cloud-Based Ubiquitous Learning Environment for a Hybrid University Language Course Aom Thai; Rit Som; Ming Kiri; Rustiyana Rustiyana
International Journal of Language and Ubiquitous Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i6.2846

Abstract

Background. The rise of hybrid learning models in higher education has highlighted the need for flexible, scalable, and context-aware digital learning environments capable of supporting continuous language learning beyond classroom boundaries. Purpose. This study aims to design and evaluate a cloud-based ubiquitous learning environment tailored for a hybrid university language course to enhance learner autonomy, engagement, and communicative competence.   Method. Employing a design-based research methodology, the study involved iterative cycles of analysis, design, implementation, and evaluation with 42 undergraduate language learners. Data were collected through system usage analytics, pre- and post-course proficiency assessments, and learner experience surveys. Results. The results indicate significant improvements in vocabulary retention, listening comprehension, and task-based communication skills, accompanied by increased learner satisfaction with the flexibility and responsiveness of the system. Conclusion. The study concludes that a cloud-based ubiquitous learning environment can meaningfully enhance hybrid language instruction by integrating mobility, accessibility, and real-time support into traditional course structures.  
A Critique of the Thought of Modern American Orientalist Daniel Pipe Nabiel Almusawa; Daud Rasyid; Zamaksyarif Abdul Majid; Muhibuddin Muhibuddin; Siti Nuri Nurhaidah; Siti Atieqoh
International Journal of Language and Ubiquitous Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i6.2871

Abstract

Background. This study critically examines the thoughts and perspectives of Daniel Pipes, a prominent modern American Orientalist known for his controversial views on Islam and the Muslim world. Purpose. The research analyzes the ideological underpinnings, methodological approaches, and political motivations that shape Pipes' discourse, particularly in post-9/11 Western perceptions of Islam. Method. Employing a critical discourse analysis framework and drawing upon postcolonial theory especially the insights of Edward Said this study identifies recurring patterns of essentialism, securitization, and cultural superiority in Pipes' writings. Results. The research argues that while Pipes positions himself as a scholar of political Islam, his works often blur the lines between academic inquiry and ideological advocacy. Conclusion. This critique contributes to broader discussions on Orientalism in contemporary settings and raises questions about the role of scholarship in perpetuating or challenging Islamophobic narratives in Western media and policy.
Machine Learning-Based Feedback in Essay Writing: Improving Accuracy and Student Engagement María García; Moussa Bamba; Ousseini Zongo
International Journal of Language and Ubiquitous Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i6.2997

Abstract

Background. Advances in artificial intelligence have significantly reshaped language education, particularly in writing instruction where feedback is essential for learning development. Although teacher feedback remains pedagogically valuable, it is often limited by time, consistency, and scalability. Purpose. This study aimed to examine the impact of ML-based automated feedback on writing accuracy and learner engagement among university-level English as a Foreign Language (EFL) students. It also explored students’ perceptions of automated feedback compared to traditional instructor feedback. Method. A quasi-experimental research design was employed involving 120 undergraduate EFL students divided into an experimental group and a control group. The experimental group used an AI-assisted writing platform that provided automated feedback on grammar, cohesion, and lexical variety, while the control group received conventional teacher feedback only. Results. The results showed a significant improvement in writing accuracy and syntactic complexity in the experimental group compared to the control group (p < .05). Qualitative findings indicated that students perceived ML-based feedback as timely, motivating, and helpful in promoting self-correction, reflection, and independent learning. Conclusion. The study concludes that integrating ML-based automated feedback into EFL writing instruction enhances both linguistic performance and student engagement.
The Effectiveness of Podcast-Based Learning for Improving Listening Skills: A Ubiquitous Learning Approach Yaredi Waruwu; Aung Myint; Nandar Hlaing
International Journal of Language and Ubiquitous Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i6.3029

Abstract

Background. The widespread availability of podcasts and the ubiquity of mobile devices enable learners to access diverse listening materials anytime and anywhere, making this approach highly suitable for ubiquitous learning. Purpose. This study aimed to evaluate the effectiveness of podcast-based learning in improving learners’ listening comprehension skills by employing a ubiquitous learning approach. It also sought to examine learners’ engagement and perceptions of the effectiveness of podcast-based learning compared to traditional listening instruction. Method. The research employed a quasi-experimental design involving two groups of learners. The experimental group used podcasts as the primary listening tool, while the control group relied on traditional listening methods. Results. The findings revealed a significant improvement in listening comprehension among learners in the podcast-based learning group compared to those in the control group. In addition, learners exposed to podcast-based learning reported higher levels of engagement, satisfaction, and perceived effectiveness than those using traditional methods. Conclusion. The study concludes that podcast-based learning is an effective and engaging tool for enhancing listening comprehension, particularly in contexts where traditional classroom-based learning is limited or not feasible.

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