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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 122 Documents
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Use of ClassPoint and Interactive Applications as Ubiquitous Learning Media in Mufradat Learning: Literature Study Nilam Cahya Munandar; Lidia Nelfianti; Rashid Rahman
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2858

Abstract

Background. The rapid development of educational technology has shifted learning environments from traditional classroom settings toward flexible, technology-enhanced ecosystems that allow students to access materials anytime and anywhere. However, the integration of interactive platforms in Arabic vocabulary learning remains underexplored Purpose. This literature study aims to analyze how ClassPoint and selected interactive applications support ubiquitous learning principles, enhance student engagement, and improve vocabulary mastery. Method. The analysis indicates that ClassPoint, with its interactive quiz features, annotation tools, and immediate feedback system, contributes to active participation and fosters learner autonomy. Results. Similarly, other interactive applications such as Quizizz, Quizlet, and Kahoot facilitate repeated exposure to vocabulary, multimodal reinforcement, and context-based learning, all of which are essential for mufradat acquisition. The findings also show that ubiquitous learning environments provide greater flexibility for students to practice language skills beyond the classroom, thereby increasing retention and motivation. Conclusion. In conclusion, the literature supports the view that combining ClassPoint with interactive applications offers an effective and engaging approach to mufradat learning, particularly when aligned with ubiquitous learning principles.
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.
Mobile-Assisted Language Learning (MALL) for Indonesian EFL Learners: Enhancing Vocabulary Through Gamified Apps Ming Pong; Rit Som; Vann Sok
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2991

Abstract

Background. Rapid technological advancement has reshaped English language teaching, prompting the integration of mobile-assisted language learning (MALL) as a dynamic medium for vocabulary acquisition. In Indonesia, where English is a foreign language (EFL), learners often struggle to retain vocabulary due to limited exposure and traditional memorization-based methods. Purpose. This study investigates the effectiveness of gamified mobile applications in enhancing Indonesian EFL learners’ vocabulary mastery within the MALL framework Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. Data were collected through pre- and post-tests, learner attitude questionnaires, and semi-structured interviews. Statistical analysis using paired-sample t-tests revealed a significant improvement in vocabulary scores of the experimental group compared to the control group (p < .05). Qualitative findings further indicated that gamification fostered higher motivation, self-efficacy, and autonomous learning behaviors.. Conclusion. The study concludes that integrating gamified MALL platforms effectively bridges linguistic and motivational challenges among Indonesian EFL learners, providing a sustainable alternative to traditional instruction. These findings underscore the pedagogical potential of mobile technology to support vocabulary development and learner engagement in digitally enriched learning environments.
Integrating AI Chatbots into ESL Speaking Practice: A Study on Learner Autonomy in Jakarta Alexia Mavrommatis; Felipe Souza; Rafaela Lima
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2992

Abstract

Background. Artificial Intelligence (AI) chatbots have emerged as transformative tools in English as a Second Language (ESL) instruction, particularly for enhancing speaking skills through interactive, learner-centered engagement. Purpose. The research aims to identify the extent to which chatbot-based interaction fosters independent language learning, self-regulation, and communicative confidence. Employing a mixed-method design, data were collected from 80 undergraduate ESL learners through pre- and post-speaking assessments, learner autonomy questionnaires, and semi-structured interviews.   Method. Quantitative data were analyzed using paired-sample t-tests to measure improvements in speaking fluency and autonomy, while qualitative responses provided deeper insights into learners’ perceptions and experiences. Results. Results indicated significant gains in both speaking performance (p < .05) and self-directed learning behaviors, with participants reporting increased confidence, flexibility, and willingness to practice without instructor supervision. Qualitative findings further revealed that AI chatbots, perceived as nonjudgmental interlocutors, reduced learners’ speaking anxiety and encouraged spontaneous communication. Conclusion. The study concludes that integrating AI chatbots into ESL speaking activities effectively promotes learner autonomy and oral proficiency. These findings underscore the pedagogical potential of AI technology to foster independent, interactive, and confidence-building learning experiences in Indonesian ESL contexts.
Augmented Reality Flashcards to Improve Early Literacy in Indonesian Primary Schools James Njoroge; Wang Jing; Zhang Li
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2993

Abstract

Background. Early literacy development is a crucial foundation for lifelong learning, yet many Indonesian primary school students continue to face difficulties in recognizing letters, decoding words, and connecting phonemes to visual symbols. Traditional flashcards, while useful, often fail to sustain young learners’ attention or provide interactive engagement. Purpose. This study aims to examine the effectiveness of AR-based flashcards in improving early literacy skills among first-grade students in Indonesian primary schools. Method. Employing a quasi-experimental design, the study involved 60 students divided into an experimental group using AR flashcards and a control group using conventional printed flashcards over six weeks. Data were collected through pre- and post-literacy assessments and classroom observations. Results. Statistical analysis using paired-sample t-tests indicated a significant improvement in letter recognition, word decoding, and reading fluency among the experimental group (p < .05). Observational findings also revealed heightened motivation, concentration, and active participation when AR elements were integrated into literacy instruction. Conclusion. The study concludes that AR flashcards provide a powerful medium for enhancing foundational literacy through multisensory engagement and interactive learning. The findings highlight the potential of AR technology to enrich early childhood education and support Indonesia’s national efforts in promoting digital-based learning environments.
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.
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.
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.
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.

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