cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adam Mudinillah
Contact Email
adammudinillah@staialhikmahpariangan.ac.id
Phone
+6285379388533
Journal Mail Official
adammudinillah@staialhikmahpariangan.ac.id
Editorial Address
Jorong Kubang Kaciak Dusun Kubang Kaciak, Kelurahan Balai Tangah, Kecamatan Lintau Buo Utara, Kabupaten Tanah Datar, Provinsi Sumatera Barat, Kodepos 27293
Location
Kab. tanah datar,
Sumatera barat
INDONESIA
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
 9   10   11   12   13 
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.
Designing Lifelong Language Learning Programs for Working Adults Through Mobile Learning Abraham Berhe; Theo Ghirard; Titi Latu
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.v3i4.3000

Abstract

Background. The increasing demand for continuous professional development among working adults has emphasized the need for flexible, accessible, and sustainable language learning opportunities. Traditional classroom-based instruction often fails to accommodate adult learners who face constraints related to time, location, and work schedules. Purpose. This study aimed to design and evaluate a lifelong language learning program for working adults through mobile learning platforms. It specifically examined the pedagogical, technological, and motivational factors that support sustained learner engagement and long-term language retention. Method. A mixed-method research design was employed involving 150 working professionals from various industries in Jakarta. Quantitative data were collected through pre- and post-tests and learner engagement analytics, while qualitative data were obtained from semi-structured interviews and learner diaries. Results. The results demonstrated significant improvements in participants’ vocabulary acquisition, communication confidence, and long-term language retention following the mobile learning intervention. Qualitative findings revealed that personalized content, task relevance to professional contexts, and mobile accessibility were key factors in sustaining learner engagement over time. Conclusion. The study concludes that mobile-assisted lifelong language learning programs provide an effective and scalable approach to adult language education.
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.
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.
“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.
Integrating Ubiquitous Language Learning into the Workplace: A Lifelong Learning Model for Corporate Employees in Multinational Companies Fernando Castillo; Ethan Tan; Ava Lee
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.v3i4.3006

Abstract

Background. Globalization and rapid digital transformation have increased the demand for continuous language learning among employees working in multinational corporations. Ubiquitous Language Learning (ULL), supported by mobile and cloud-based technologies, offers flexible, context-responsive opportunities for enhancing communicative competence beyond traditional training settings. Purpose. This study aims to design and evaluate a workplace-oriented ULL model that supports sustained English language learning among employees in multinational companies.   Method. A mixed-methods approach was employed, combining a quasi-experimental design involving 142 employees from three global corporations with qualitative insights from interviews and usage analytics. Results. Results showed significant improvements in employees' communicative performance, including enhanced vocabulary retention, greater confidence in cross-cultural interactions, and increased frequency of spontaneous workplace language use. Usage analytics demonstrated that learning effectiveness was highest when activities were integrated into authentic professional tasks rather than delivered as standalone modules. Conclusion. The study concludes that a well-designed ULL model promotes continuous, self-directed learning and supports employees' professional growth in multicultural corporate environments.
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.
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.

Page 11 of 13 | Total Record : 122

 9   10   11   12   13 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 3 (2026) Vol. 4 No. 2 (2026) Vol. 4 No. 1 (2026) Vol. 3 No. 6 (2025) Vol. 3 No. 5 (2025) Vol. 3 No. 4 (2025) Vol. 3 No. 3 (2025) Vol. 3 No. 2 (2025) Vol. 3 No. 1 (2025) Vol. 2 No. 4 (2024) Vol. 2 No. 3 (2024) Vol. 2 No. 2 (2024) Vol. 2 No. 1 (2024) Vol. 1 No. 4 (2023) Vol. 1 No. 3 (2023) Vol. 1 No. 2 (2023) Vol. 1 No. 1 (2023) More Issue