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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. 2 (2026)" : 7 Documents clear
Developing a Multicultural Language Learning Platform that Fosters Intercultural Competence through Asynchronous Virtual Exchange Sharon Williams; Ryan Brown; Tasha Campbell
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.2999

Abstract

Rapid globalization has intensified the need for language learning environments that not only build linguistic proficiency but also promote intercultural competence. Conventional digital learning platforms often emphasize language skills while insufficiently addressing learners’ ability to interpret, negotiate, and appreciate cultural differences. This study aims to develop and evaluate a multicultural language learning platform that integrates asynchronous virtual exchange to foster intercultural competence among university students from diverse cultural backgrounds. The research employs a mixed-methods design, combining platform analytics, pre- and post-intercultural competence scales, and qualitative reflections collected from 142 participants across three countries. The platform features guided cultural tasks, peer-to-peer message exchanges, and reflective prompts designed to stimulate perspective-taking and intercultural awareness. Results indicate significant improvement in students’ intercultural sensitivity, especially in dimensions related to curiosity, empathy, and tolerance of ambiguity. Interaction logs revealed sustained engagement with asynchronous exchange tasks, while qualitative data showed that learners valued the opportunity to communicate across cultural boundaries without the pressures of real-time interaction. The findings demonstrate that asynchronous virtual exchange can effectively complement language instruction by facilitating deeper cultural reflection and more equitable participation among students with varying linguistic confidence levels. The study concludes that culturally responsive digital platforms can serve as powerful tools for integrating language learning with intercultural competence development. Future research should explore long-term behavioral changes, integration with formal curricula, and adaptations for multilingual learning contexts.
The Impact of Ubiquitous Learning Environments on Motivation in English Language Classes Pierre Biyogho; Maya Nguema; Estelle Ntoutoume
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3002

Abstract

The increasing integration of digital technologies into education has transformed traditional classrooms into ubiquitous learning environments (ULEs), where learning can occur anytime and anywhere. In English language education, this paradigm shift has the potential to enhance learners’ motivation by fostering autonomy, accessibility, and engagement beyond classroom walls. However, despite the growing adoption of mobile and cloud-based learning systems, empirical evidence on how ubiquitous learning affects students’ motivational dimensions remains limited. This study investigates the impact of ULEs on learners’ intrinsic and extrinsic motivation in English language classes, focusing on how continuous access to resources and interaction influences engagement and self-regulated learning. A quasi-experimental mixed-method design was employed involving 120 high school students from three urban schools in Indonesia. Participants were divided into experimental (ULE-based learning) and control (traditional classroom) groups over a 10-week intervention. Quantitative data were collected through the Motivated Strategies for Learning Questionnaire (MSLQ), while qualitative insights were derived from focus group discussions and digital learning logs. Statistical analysis using ANCOVA revealed a significant increase in intrinsic motivation (F(1,117) = 24.86, p < 0.001) and learner autonomy (F(1,117) = 19.34, p < 0.01) in the experimental group. Qualitative results indicated that flexibility, instant feedback, and collaborative features in ULEs were key factors enhancing engagement. The findings suggest that ubiquitous learning environments can significantly strengthen motivation in English language learning by enabling continuity between formal and informal contexts. The study concludes that ULEs promote learner-centered pedagogy, encouraging sustainable motivation through personalization, mobility, and real-time interaction.
Digital Storytelling as a Tool for Multicultural Awareness in English Language Learning Mele Moa; Pati Falani; Faafaite Matanitobua
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3003

Abstract

The increasing cultural diversity in English language classrooms has emphasized the importance of developing multicultural awareness as part of communicative competence. Traditional pedagogical approaches often fail to provide learners with meaningful opportunities to explore cultural identities and perspectives. Digital storytelling (DST) has emerged as a pedagogical tool that integrates language learning with intercultural understanding through narrative creation, visual expression, and reflective engagement. This study investigates the effectiveness of digital storytelling in fostering multicultural awareness and improving English language proficiency among learners in multilingual and multicultural contexts. A mixed-methods research design was adopted, combining quantitative and qualitative approaches to obtain a holistic understanding of learners’ linguistic and intercultural development. The participants consisted of 90 undergraduate English language learners from three universities in Indonesia, divided into experimental (DST-based instruction) and control (traditional instruction) groups. Quantitative data were collected through pre- and post-tests measuring intercultural sensitivity and language performance, while qualitative data were gathered from reflective journals and focus group interviews. Statistical analysis using paired-sample t-tests revealed significant improvement in the experimental group’s intercultural awareness (p < 0.01) and oral fluency (p < 0.05). Qualitative findings indicated that storytelling enhanced empathy, respect for diversity, and critical reflection on cultural values. The study concludes that digital storytelling serves as an effective pedagogical medium for integrating multicultural education into English language learning. It not only enhances linguistic competence but also promotes intercultural dialogue and inclusivity. The findings underscore the transformative role of narrative-based digital pedagogy in preparing learners for global citizenship and multicultural communication.
Globalizing Language Learning with Multicultural Sensitivity: How Ubiquitous Learning Technologies Support Cross-Cultural Language Acquisition Ishak Bagea; Jack Davis; Emilie Bernard
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3394

Abstract

Background. As the world becomes increasingly interconnected, language acquisition extends beyond merely mastering grammar and vocabulary to include understanding cultural nuances. Ubiquitous learning technologies have transformed the way languages are taught, making learning more flexible, accessible, and personalized. However, there remains a need for these technologies to address not only linguistic proficiency but also multicultural sensitivity, enabling learners to navigate cross-cultural communication effectively in a globalized world. Purpose. This study aims to explore how ubiquitous learning technologies can support language acquisition while fostering multicultural sensitivity. Specifically, it investigates the role of digital tools in bridging cultural gaps and enhancing learners’ ability to communicate across diverse cultural contexts. Method. A mixed-methods approach was employed, combining surveys, interviews, and usage data from learners who used mobile apps and online platforms for language learning. The study focused on how these technologies facilitated cross-cultural understanding, linguistic competence, and the development of intercultural communication skills. Results. The findings indicate that learners who used digital tools that incorporated cultural content and context-driven learning strategies showed significant improvements in both language proficiency and intercultural sensitivity. These learners demonstrated increased engagement and motivation, particularly in understanding cultural contexts and applying language in real-world scenarios. Conclusion. Ubiquitous learning technologies, when designed with multicultural sensitivity, play a critical role in supporting cross-cultural language acquisition. This research highlights the importance of integrating cultural awareness into language learning platforms to promote global communication skills.
Transforming Classroom Learning with Augmented Reality: Pedagogical Implications for Integrating AR into Language Learning Curriculum Azhariah Rachman; Sahra Osman; Ana Durrotul Hikmah
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3640

Abstract

Background. Augmented Reality (AR) has emerged as a powerful tool in transforming traditional classroom learning by offering immersive and interactive learning experiences. In language education, AR can bridge the gap between theoretical knowledge and real-world application, enhancing engagement and comprehension. However, the pedagogical implications of integrating AR into language learning curricula remain underexplored, particularly in terms of how AR can influence student motivation, participation, and language proficiency. Purpose. This study aims to investigate the pedagogical implications of integrating AR into language learning curricula. The research explores how AR-based learning environments impact student engagement, language skills development, and overall learning outcomes in language classrooms. Method. A mixed-methods approach was adopted, including pre- and post-assessments of language proficiency, engagement surveys, and interviews with students and instructors. The study was conducted in language classrooms where AR tools were integrated into lesson plans over a 12-week period. Results. Findings indicate that the use of AR in language learning significantly increased student engagement and motivation, with notable improvements in vocabulary retention, speaking, and listening skills. Students reported higher levels of enjoyment and felt more confident in using the language in practical contexts. Conclusion. AR can enhance language learning by offering interactive, context-rich experiences that support both linguistic and cognitive development. This research highlights the potential of AR to transform language education, making learning more engaging and effective.
Cross-Cultural Communication and Language Learning: Leveraging Ubiquitous Learning Platforms to Enhance Global Competency Rizki Fauzi; Chandra Arie Widiyoko; Aries Purwanto
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3671

Abstract

Background. In today’s globalized world, cross-cultural communication and language proficiency are essential for fostering international collaboration and understanding. Ubiquitous learning platforms, leveraging mobile and cloud-based technologies, have the potential to enhance language learning by providing learners with immersive, interactive, and culturally relevant experiences. These technologies bridge the gap between language learning and real-world applications, offering students opportunities to engage with authentic language use and cultural contexts. Despite their potential, the effectiveness of these platforms in promoting global competency remains underexplored. Purpose. This study aims to explore how ubiquitous learning platforms can be leveraged to improve language learning outcomes and enhance cross-cultural communication. The research examines the impact of these platforms on learners' global competency, language proficiency, and intercultural awareness. Method. A mixed-methods approach was used, combining quantitative assessments of language proficiency with qualitative interviews to understand learners' perceptions of cross-cultural communication and the role of technology in their learning experiences. Data were collected from 200 language learners across diverse cultural backgrounds. Results. The findings reveal significant improvements in language proficiency, cultural understanding, and cross-cultural communication skills. Learners reported increased engagement and motivation, with many stating that the interactive, real-world contexts provided by the platforms helped them better understand and apply language in diverse settings. Conclusion. Ubiquitous learning platforms offer a powerful tool for enhancing language learning and global competency. By integrating cultural immersion with language education, these platforms can foster more effective and meaningful language acquisition in multicultural contexts.
The Role of Learning Analytics in Language Learning: Understanding Learner Behavior and Personalizing Language Education Experiences Petrus Jacob Pattiasina; Merlyn Rutumalessy
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3889

Abstract

Background. The use of learning analytics in education has gained significant traction in recent years, with the potential to revolutionize language learning by providing insights into learner behavior and progress. Learning analytics allows educators to monitor and analyze student data to better understand individual learning patterns, identify areas of struggle, and tailor educational experiences accordingly. Despite its growing use in general education, the specific application of learning analytics in language learning remains underexplored. Purpose. This study aims to investigate the role of learning analytics in language learning, specifically how it can be used to understand learner behavior and personalize language education experiences. The research seeks to examine how data-driven insights can inform teaching strategies, enhance learner engagement, and improve language acquisition outcomes. Method. A mixed-methods approach was employed, combining quantitative analysis of learning data from a digital language learning platform and qualitative interviews with language learners and educators. The study focused on identifying patterns of learner behavior, engagement, and performance, and exploring how these insights could be used to personalize learning experiences. Results. The findings reveal that learning analytics can effectively identify areas where learners struggle, enabling instructors to provide targeted interventions. Personalized learning paths based on analytics lead to increased learner engagement and improved language proficiency. Conclusion. Learning analytics offers significant potential to personalize language education, enhancing both teaching effectiveness and learner outcomes by providing data-driven insights into learner behavior.

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