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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 7 Documents
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Search results for , issue "vol. 4 no. 1 (2026)" : 7 Documents clear
Bridging the Digital Divide: A Case Study of a Low-Bandwidth Mobile Language Learning Initiative in Eastern Indonesia Thandeka Mhlanga; Rina Farah; Zara Ali
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.2998

Abstract

Digital inequities remain a critical barrier to language learning opportunities in remote and underserved regions, particularly where internet connectivity is unstable and infrastructure is limited. Low-bandwidth mobile learning solutions offer a promising alternative for supporting equitable access to instructional resources, yet empirical evidence on their effectiveness in real-world settings remains limited. This study aims to examine how a low-bandwidth mobile language learning initiative implemented in an Eastern Indonesian community supports learner engagement, accessibility, and linguistic development. A qualitative case study methodology was employed, involving 32 secondary school learners, three local teachers, and two community facilitators. Data were collected through mobile usage analytics, classroom observations, semi-structured interviews, and learner performance tasks adapted for low-data environments. The findings indicate that the initiative substantially improved access to learning materials, increased learner motivation, and supported incremental gains in vocabulary acquisition and basic communicative competence. Learners reported that offline-capable modules, audio-light exercises, and text-based microtasks reduced frustration associated with poor connectivity and enabled more consistent participation. Teachers highlighted the importance of culturally contextualized content and community support in sustaining engagement. The study concludes that low-bandwidth mobile learning can help bridge the digital divide when paired with context-sensitive pedagogical design and local capacity-building. Further research is recommended to explore scalability, long-term learning outcomes, and policy frameworks that could strengthen digital inclusion in remote regions.
E-Learning Platforms in Multilingual Education: A Comprehensive Review of Cloud-Based Solutions for Language Instruction Moch Yasin; Aram Hakobyan; Michael Jordan
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3303

Abstract

Background. The increasing demand for multilingual education has prompted the exploration of digital platforms that can support language instruction in diverse linguistic contexts. Cloud-based e-learning platforms have emerged as an effective tool for enhancing language learning, offering scalable, accessible, and interactive environments for students and educators alike. Despite their growing use, a comprehensive analysis of the benefits, challenges, and implementation strategies for cloud-based language education platforms remains limited. Purpose. This study aims to provide a comprehensive review of cloud-based e-learning platforms in the context of multilingual education. The focus is to identify key features, challenges, and best practices for using these platforms to facilitate language instruction in multilingual settings. Method. A systematic review of literature was conducted, synthesizing data from peer-reviewed journals, conference proceedings, and reports from 2015 to 2025. The review evaluated various e-learning platforms based on criteria such as user engagement, accessibility, multilingual support, and pedagogical effectiveness. Results. The findings indicate that cloud-based e-learning platforms provide flexible, customizable solutions that foster collaborative learning in multilingual classrooms. However, challenges such as technological limitations, content localization, and teacher training need to be addressed for effective implementation. Conclusion. Cloud-based e-learning platforms offer significant potential for multilingual language instruction but require targeted strategies for overcoming implementation barriers.
Integrating Virtual Reality into Language Acquisition: Creating Immersive and Contextual Learning Experiences for Language Learners Roni Subhan; Ana Pereira; Elena Galli
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3304

Abstract

Background. The integration of Virtual Reality (VR) into language education has gained significant attention in recent years due to its potential to create immersive, interactive, and contextual learning experiences. VR enables language learners to engage in real-life scenarios, fostering deeper understanding and enhancing language acquisition. Despite its growing use, there is limited research on the effectiveness of VR in providing contextualized language learning experiences that mimic real-world interactions. Purpose. This study aims to explore the effectiveness of integrating VR into language acquisition, focusing on how VR-based environments can create immersive, context-driven learning experiences that improve language proficiency. The research seeks to evaluate how these immersive experiences impact language learning outcomes in terms of vocabulary acquisition, speaking skills, and cultural understanding. Method. A mixed-methods approach was adopted, involving both qualitative and quantitative data collection. The study included a sample of language learners who participated in VR-based language learning modules. Pre- and post-tests were administered to measure language proficiency improvements, while surveys and interviews were used to gather qualitative insights into learners' experiences. Results. The findings indicate that VR-based language learning significantly improved vocabulary retention, speaking skills, and cultural understanding. Participants reported higher levels of engagement and motivation, with many highlighting the contextualized nature of the learning environment as a key factor in their success. Conclusion. Integrating VR into language acquisition offers significant potential to enhance the learning experience by providing immersive, contextualized, and engaging environments that improve language proficiency.
Leveraging AI in Language Acquisition: A Pedagogical Framework for Integrating Artificial Intelligence in Language Learning Platforms Feerlie Moonthana Indhra; Yusuf Haji; Robert Grech
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3355

Abstract

Background. Artificial Intelligence (AI) has significantly influenced various fields, and its application in language acquisition has the potential to revolutionize language learning platforms. AI-powered tools offer personalized, adaptive learning experiences that can cater to individual learner needs, providing immediate feedback, language modeling, and data-driven insights. However, the integration of AI into pedagogical frameworks for language learning remains underexplored, particularly in designing systematic approaches that ensure effective learning outcomes. Purpose. This study aims to develop a pedagogical framework for integrating AI in language learning platforms, focusing on how AI technologies can be leveraged to enhance language acquisition. The framework will address key elements such as personalized learning, real-time feedback, and adaptive learning pathways. Method. The study employs a qualitative research approach, reviewing current literature on AI in education, particularly language learning platforms. Case studies and existing AI-based language tools were analyzed to identify best practices and gaps. Additionally, a conceptual framework was developed based on theoretical models of language acquisition and AI pedagogical approaches. Results. The proposed framework emphasizes personalized, adaptive learning pathways powered by AI, where learners engage in real-time practice, feedback, and self-regulation. The integration of AI enhances motivation, learner autonomy, and language retention. Conclusion. AI integration in language learning platforms can significantly enhance language acquisition by providing personalized, adaptive learning experiences. The framework developed in this study offers practical guidelines for educators and developers to effectively incorporate AI in language learning.
Redefining Language Learning Through AR/VR Technologies: Immersive Environments for Enhancing Cultural Understanding and Linguistic Proficiency Ishak Bagea; Mariama Bah; Ryan Teo
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3392

Abstract

Background. Augmented Reality (AR) and Virtual Reality (VR) technologies have the potential to revolutionize language learning by providing immersive, interactive environments that enhance cultural understanding and linguistic proficiency. Traditional language learning methods often fail to fully engage learners in real-life contexts, limiting their exposure to authentic language use and cultural nuances. AR and VR offer a unique opportunity to simulate real-world scenarios, enabling learners to experience language and culture in ways that were previously unimaginable. Purpose. This study aims to explore the integration of AR and VR technologies into language learning platforms to enhance both linguistic proficiency and cultural understanding. The research focuses on evaluating how immersive environments can improve learners’ ability to engage with language in practical, context-driven settings. Method. The study uses a mixed-methods design, incorporating both qualitative and quantitative data. Participants were exposed to AR and VR-based language learning modules, and their linguistic performance, cultural understanding, and engagement were assessed through pre- and post-tests, surveys, and interviews. Observational data from classroom settings were also analyzed to evaluate the effectiveness of the immersive learning experience. Results. The findings show that learners who engaged with AR/VR-based language learning demonstrated significant improvements in both linguistic proficiency and cultural understanding. Additionally, participants reported higher levels of motivation and engagement compared to traditional methods. Conclusion. AR and VR technologies offer significant potential in language learning by providing immersive experiences that enhance both linguistic and cultural learning. The study highlights the importance of integrating innovative technologies into educational frameworks to foster more effective and engaging language acquisition.
Designing Multicultural and Global Language Programs: Leveraging Digital Platforms to Foster Cultural Competence in Language Learning Anggra Prima; Amine Meddah; Sara Al-Jabri
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3395

Abstract

Background. In an increasingly globalized world, language learning programs must go beyond linguistic competence to include cultural competence. Digital platforms offer innovative solutions to incorporate cultural understanding into language learning, fostering multicultural awareness and cross-cultural communication skills. However, integrating these elements into digital language programs remains underexplored, despite its potential to enhance both language acquisition and cultural literacy. Purpose. This study aims to design multicultural and global language programs by leveraging digital platforms to promote cultural competence in language learning. The research seeks to explore how digital tools and platforms can be utilized to create immersive, culturally relevant learning environments that foster deeper cultural understanding while enhancing language skills. Method. A qualitative research design was employed, involving the development of a digital language program that integrates cultural modules using multimedia tools, virtual exchanges, and collaborative learning. Data were collected through participant feedback, surveys, and performance assessments before and after the program implementation. Results. The findings indicate that integrating cultural content into digital language programs significantly improved learners’ cultural awareness and language proficiency. Participants reported higher levels of engagement and a better understanding of cultural nuances through interactive, virtual exchanges and multimedia content. Conclusion. Digital platforms offer a valuable tool for creating multicultural and global language programs that enhance both language and cultural competence. These programs can play a vital role in preparing learners for effective cross-cultural communication in a globalized world.
Enhancing Learner Motivation with Digital Tools: The Impact of AI and Gamification on Language Learning Engagement Sugeng Irianto; Linda Kunda; Siswandi Siswandi
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3442

Abstract

Background. The integration of digital tools, particularly artificial intelligence (AI) and gamification, has significantly transformed language learning. These technologies offer personalized and interactive learning experiences that have the potential to enhance learner motivation and engagement. However, the impact of AI and gamification on language learning remains underexplored, particularly in terms of how these tools influence learners’ intrinsic and extrinsic motivation to engage with language content. Purpose. This study aims to investigate the impact of AI and gamification on learner motivation in language learning. Specifically, the research explores how these digital tools can enhance learner engagement, foster motivation, and contribute to improved learning outcomes in language education. Method. A mixed-methods approach was used, combining quantitative surveys to measure learner motivation and engagement, with qualitative interviews to gather insights into learners’ experiences with AI-based and gamified language learning tools. The study was conducted with 150 participants from diverse backgrounds who used language learning apps incorporating AI and gamification features. Results. The findings show that both AI and gamification significantly increased learner motivation and engagement. Learners reported a higher sense of achievement and enjoyment, with AI providing personalized learning paths and gamification offering rewarding experiences that encouraged continued practice. Conclusion. AI and gamification are effective tools for enhancing learner motivation in language learning. These technologies foster greater engagement and create a more dynamic and enjoyable learning environment, offering valuable tools for future language education strategies.

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