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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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Application of AI-based Flipped Classroom Method in Improving English Speaking Skills Ratna Ayu Pawestri Kusuma Dewi; Roya Zahir; Satrio Binusa Suryadi
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i2.2309

Abstract

Background. Speaking is a crucial component of English language acquisition, yet it remains one of the most challenging skills to master among EFL learners. Traditional teaching methods often fail to provide sufficient opportunities for oral practice and personalized feedback. Purpose. This study aims to examine the application of an AI-based flipped classroom method and its impact on improving English speaking skills, particularly in the areas of fluency, pronunciation, coherence, and accuracy among senior high school students. Method. A quasi-experimental design was employed involving 60 students divided into control and experimental groups. The experimental group was taught using AI-integrated flipped learning, incorporating tools such as speech recognition and automated feedback systems. Results. Findings indicate that the experimental group outperformed the control group in all speaking components. The most significant improvements were observed in fluency and pronunciation, attributed to regular, individualized AI-guided speaking practice. Conclusion. The AI-based flipped classroom approach offers a valuable instructional model that merges active learning with intelligent technology. It facilitates personalized, adaptive, and continuous speaking practice, thereby supporting accelerated language acquisition.
Integration of Multicultural Folklore in Language Curriculum to Increase Intercultural Empathy Erna Wahyuni; Sara Hussain
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i2.2310

Abstract

Background. Intercultural empathy is an essential skill in globalized societies, yet language education often overlooks its emotional and cultural dimensions. Multicultural folklore offers a rich and underutilized resource for embedding cultural narratives in language curricula to foster deeper cross-cultural understanding. Purpose. This study aims to investigate the effectiveness of integrating multicultural folklore into language learning to enhance students' intercultural empathy across five core dimensions: openness, empathy, respect, engagement, and confidence. Method. Using a quasi-experimental design, two groups of junior high school students (N=60) were observed over six sessions. The experimental group received a folklore-integrated language curriculum, while the control group followed a conventional language program. Data were collected through pretests, posttests, and student reflective journals, analyzed using descriptive statistics and thematic coding. Results. The experimental group showed a significant increase in empathy scores, with a mean gain of 11 points compared to 2 points in the control group. Reflective writings revealed enhanced emotional engagement, especially in students exposed to diverse cultural narratives. The empathy dimension showing the highest improvement was respect, followed by emotional empathy. Conclusion. Multicultural folklore is a powerful pedagogical tool for fostering intercultural empathy in language education. The integration of narrative elements into linguistic instruction enhances not only comprehension but also emotional connection and cultural sensitivity. Future research should explore broader cultural contexts and assess long-term impact.
Integration of AI Chatbot as an Interactive Companion in Foreign Language Learning in High School Adriani Jihad; Mulyani Mulyani
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i2.2403

Abstract

Background. Advances in artificial intelligence (AI) technology have opened up new opportunities in the field of education, especially in learning foreign languages at the high school level. However, the integration of AI-based chatbots as interactive companions in the context of formal learning is still rarely explored, especially in Indonesia. Purpose. This study aims to evaluate the effectiveness of the use of AI chatbots as an interactive learning partner in improving the outcomes and quality of foreign language learning of high school students. Method. The research instruments included pretest and posttest tests, engagement questionnaires, and observation of student learning behavior. The sample consisted of 60 grade XI students at one of the State High Schools. Results. The results showed a significant increase in the posttest scores of the experimental group compared to the control group. In addition, chatbots also play a role in building confidence and increasing students' active participation in foreign language practices independently. Conclusion. The conclusion of this study states that AI chatbots are effective as an interactive companion that is able to enrich the experience of learning a foreign language. The uniqueness of this research lies in the integration of chatbots in the formal curriculum of high schools, as well as its contribution in answering the needs of personalized learning through AI-based technology.
Application of Interactive Hots e-Modules Based on Gamification in Improving Learning Outcomes in Islamic Religious Education Subjects for students at State Junior High School 1 Taluditi Darmawati Darmawati; Muliani Muliani
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i2.2405

Abstract

Background. Critical thinking and creative design have not been optimally implemented and adopted in learning. HOTS e-modules for teacher programs will help them analyze and maximize their teaching outcomes. Purpose. The purpose of this study is to develop HOTS content in the e-module of Islamic Religious Education subjects at SMPN 1 Taluditi, increase creativity in developing teaching strategies and methods, improve critical thinking. Method.The method used was R&D with the DDDE (Decide, Design, Develop, and Evaluate) model, which was chosen because it aligns with the objectives of developing HOTS-based interactive e-modules and gamification. A small-scale trial of the HOTS e-module was conducted by teacher experts and lecturers, while a large-scale trial was conducted by 22 students. Results.The results of the study showed that the gamification-based interactive HOTS e-module developed using the DDD-E model met the validity criteria with an average score of 3.89, was considered practical with an average score of 3.67, and demonstrated effectiveness, with 87.8% of students achieving a minimum test score of 70. ConclusionThis interactive HOTS e-module, developed using the DDD-E model, is valid, practical, and effective. It equips teachers with innovative tools to enhance critical thinking and student engagement, and promote better learning outcomes through gamified educational experiences.
The Ethics of AI in Language Assessment: A Critical Examination of Algorithmic Bias in Automated Speaking and Writing Tests Roni Subhan; Alejandro Díaz; Karan Singh
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.v3i6.2838

Abstract

Background. The growing adoption of artificial intelligence (AI) in language assessment has generated serious ethical concerns, particularly regarding algorithmic bias in automated speaking and writing tests. Purpose. This study aimed to investigate the ethical challenges associated with algorithmic bias in AI-based language assessments, with a specific focus on automated speaking and writing evaluations. Method. A qualitative research design was employed. Data were collected through a systematic analysis of existing literature on AI in language assessment, expert interviews with educators and AI developers, and a review of selected case studies involving automated language testing systems. Results. The findings indicate that algorithmic bias is a significant issue in AI-driven language assessments. Biases in speech recognition and automated text evaluation were found to contribute to inaccurate scoring and unfair assessment outcomes for certain demographic groups. These biases have the potential to perpetuate systemic inequalities and undermine the validity and reliability of AI-based language testing. Conclusion. The study concludes that although AI offers considerable potential for advancing language assessment, its ethical risks must be carefully addressed. Ensuring transparency, fairness, and accountability is essential in the design and implementation of AI-based assessment systems.
The Role of Social Media Platforms like TikTok and Instagram in Informal Language and Cultural Learning Windo Dicky Irawan; Clara Mendes; Livia Alves
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.v3i5.2840

Abstract

Background. Social media platforms, particularly TikTok and Instagram, have emerged as powerful tools for informal language and cultural learning in recent years. These platforms facilitate real-time, interactive content sharing, creating a dynamic environment for users to engage with various languages and cultures. Purpose. This research aims to investigate the impact of TikTok and Instagram on language acquisition and cultural understanding among users, particularly focusing on their educational potential.   Method. The study employs a qualitative research approach, using content analysis of popular educational videos on both platforms. In-depth interviews with users from diverse linguistic and cultural backgrounds were also conducted to explore personal experiences and learning outcomes. Results. The findings suggest that TikTok and Instagram significantly contribute to informal language learning, offering learners access to authentic content, native speakers, and cultural expressions. Additionally, the study highlights the role of visual and interactive elements in enhancing comprehension and retention. Conclusion. In conclusion, social media platforms, while not substitutes for formal education, serve as valuable supplemental tools for language and cultural learning.
The Efficacy of an AI-Powered Chatbot for Improving Conversational Fluency Among Indonesian University Students Roya Zahir; Razia Khan; Zara Ali; Rustiyana Rustiyana
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.v3i5.2841

Abstract

Background. Developing conversational fluency in English remains a persistent challenge for Indonesian university students, particularly due to limited opportunities for authentic interaction and a strong reliance on form focused classroom instruction. Purpose. This quantitative study aimed to investigate the preferences of Thai This study investigates the efficacy of an AI powered chatbot in improving students’ conversational fluency within an Indonesian higher education context. The research aims to examine how AI mediated conversational interaction influences fluency development and to evaluate students’ perceptions of the chatbot as a learning tool.   Method. Quantitative data were obtained through pre  and post tests measuring speech rate, lexical richness, and utterance smoothness, while qualitative insights were collected through semi structured interviews and reflective journals Results. The findings show a statistically significant improvement in conversational fluency, with notable gains in speech rate and lexical variation. Students reported increased confidence, reduced speaking anxiety, and high levels of engagement during AI assisted practice. Conclusion. The study concludes that AI powered chatbots can serve as an effective supplementary tool for enhancing conversational fluency in EFL contexts, although long term integration requires pedagogical scaffolding and attention to ethical considerations.
Using Augmented Reality (AR) to Create Place-Based Language Learning Tasks in the Historic Old Town of Jakarta Yang Xiang; Li Na; Sun Wei; Rustiyana Rustiyana
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.v3i4.2843

Abstract

Background. Place-based learning has gained increasing attention in language education for its ability to situate meaning-making within authentic sociocultural environments. In Indonesia, the Historic Old Town of Jakarta (Kota Tua) represents a rich linguistic and cultural landscape that remains underutilized as a pedagogical resource for contextualized language learning. Purpose. This study explores the use of AR to design and implement place-based language learning activities that enhance learners’ engagement, vocabulary acquisition, and cultural awareness. Method. Employing a design-based research approach, the study involved 42 university students who completed AR-mediated tasks across selected historical landmarks. Data were collected through pre- and post-tests, field observations, and semi-structured interviews. Results. The findings indicate that AR significantly increased learner engagement, facilitated more meaningful vocabulary retention, and encouraged students to make connections between linguistic input and the cultural narratives of Kota Tua. Conclusion. The study concludes that AR-enhanced place-based tasks offer a promising pedagogical model for integrating digital technologies with experiential learning in heritage settings. Further research is recommended to explore scalability, long-term learning effects, and cross-cultural applicability.  
Integrating Generative AI (e.g., ChatGPT) as a Collaborative Writing Partner in an Academic English Course: A Pedagogical Study Iin Almeina; Ava Lee; Marcus Tan; Rustiyana Rustiyana
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.v3i3.2845

Abstract

Background. Traditional writing instruction often struggles to provide continuous feedback, individualized support, and opportunities for iterative revision, leading to gaps in students’ development of critical thinking and academic discourse skills. Generative Purpose. This study investigates the pedagogical impact of integrating ChatGPT as a collaborative writing partner in an Academic English course. Method. Employing a mixed-methods design, the study involved 36 university students who participated in a six-week intervention consisting of guided writing tasks, AI-supported drafting sessions, and reflective activities. Results. The findings indicate noticeable improvements in coherence, lexical precision, and argumentative structure, accompanied by increased student confidence and metacognitive engagement. Participants viewed ChatGPT as a supportive partner that enhanced idea generation and revision processes, although concerns regarding overreliance and critical evaluation emerged. Conclusion. The study concludes that generative AI can serve as an effective pedagogical tool when integrated with explicit instruction and human guidance.
Designing a Cloud-Based Ubiquitous Learning Environment for a Hybrid University Language Course Aom Thai; Rit Som; Ming Kiri; Rustiyana Rustiyana
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.v3i6.2846

Abstract

Background. The rise of hybrid learning models in higher education has highlighted the need for flexible, scalable, and context-aware digital learning environments capable of supporting continuous language learning beyond classroom boundaries. Purpose. This study aims to design and evaluate a cloud-based ubiquitous learning environment tailored for a hybrid university language course to enhance learner autonomy, engagement, and communicative competence.   Method. Employing a design-based research methodology, the study involved iterative cycles of analysis, design, implementation, and evaluation with 42 undergraduate language learners. Data were collected through system usage analytics, pre- and post-course proficiency assessments, and learner experience surveys. Results. The results indicate significant improvements in vocabulary retention, listening comprehension, and task-based communication skills, accompanied by increased learner satisfaction with the flexibility and responsiveness of the system. Conclusion. The study concludes that a cloud-based ubiquitous learning environment can meaningfully enhance hybrid language instruction by integrating mobility, accessibility, and real-time support into traditional course structures.  

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