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 
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.
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.
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.
The Role of Mobile Apps in Language Development: Mobile Learning Solutions for Accessible and Flexible Language Education Rizky Wardhani; Rendy Aditya; Icha Fais Nurul Karimah; Hasan Hasan; Meera Gupta
International Journal of Language and Ubiquitous Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i3.3504

Abstract

Background. Mobile technology has rapidly transformed the way language education is delivered, providing learners with flexible, accessible, and personalized learning experiences. Mobile applications (mobile apps) have become essential tools in language development, enabling learners to engage with language content anytime and anywhere. Despite their growing popularity, there is limited research that comprehensively examines the specific role of mobile apps in language development, particularly in terms of accessibility, effectiveness, and learner engagement. Purpose. This study aims to explore the role of mobile apps in enhancing language development by investigating their effectiveness as mobile learning solutions. The research focuses on how mobile apps contribute to language learning accessibility, engagement, and proficiency, and examines their potential for providing flexible, learner-centered educational experiences. Method. The study adopts a mixed-methods approach, combining both quantitative and qualitative data. Surveys and interviews were conducted with language learners who regularly used mobile apps for language development. Language proficiency tests were administered before and after the intervention to measure the impact of mobile apps on language acquisition. The findings indicate that learners who used mobile apps demonstrated significant improvements in language proficiency, particularly in vocabulary acquisition and speaking skills. Results. The results also show increased learner engagement and motivation, with participants reporting that mobile apps made language learning more accessible and enjoyable. Conclusion. Mobile apps play a critical role in language development by offering flexible, accessible, and personalized learning experiences. These apps provide an effective alternative to traditional language learning methods, fostering higher engagement and improved language proficiency.
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.
Ubiquitous Learning Environments and Language Mastery: Designing Adaptive Platforms for 21st-Century Language Learners Nur Hakim; Samuel Tuan; Esther Allen
International Journal of Language and Ubiquitous Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i3.3861

Abstract

Background. Ubiquitous learning environments (ULEs) have become a cornerstone in modern education, driven by the increasing use of digital technologies and mobile devices. These environments allow for continuous learning, enabling students to engage with educational content anytime and anywhere. In the context of language learning, ULEs present unique opportunities to enhance language mastery by providing adaptive, context-aware platforms that cater to the dynamic needs of 21st-century learners. However, the design and implementation of such platforms remain underexplored, particularly in how they can be optimized for language acquisition. Purpose. This study aims to design and evaluate adaptive language learning platforms within ubiquitous learning environments that support the development of language mastery. The research focuses on creating a dynamic platform that adjusts to learners’ needs, context, and progress, thereby fostering an engaging and personalized learning experience. Method. The study uses a mixed-methods approach, combining the design of a prototype adaptive language learning platform with empirical data collection from language learners using the platform. Participants’ language proficiency, engagement, and learning outcomes were assessed through pre- and post-tests, usage analytics, and surveys. Results. omes were assessed through pre- and post-tests, usage analytics, and surveys. The findings indicate that learners using the adaptive platform demonstrated significant improvements in language proficiency, particularly in speaking and listening skills. Additionally, learners reported higher engagement and satisfaction levels compared to traditional language learning methods. Conclusion. Adaptive platforms in ubiquitous learning environments can significantly enhance language learning outcomes by providing personalized and flexible learning experiences. Future research should focus on further optimizing these platforms for diverse learner populations.
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.

Page 12 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