https://research.adra.ac.id/index.php/ijlul/issue/feed 2026-03-31T14:00:58+07:00 International Journal of Language and Ubiquitous Learning journal@adra.ac.id Open Journal Systems <p style="text-align: justify;"><strong data-start="0" data-end="69">International Journal of Language and Ubiquitous Learning (IJLUL)</strong> 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.<br /><br />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.<br /><br />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.</p> https://research.adra.ac.id/index.php/ijlul/article/view/3394 2026-02-19T15:14:39+07:00 Ishak Bagea ishakbagea41@gmail.com Jack Davis jackdavis@gmail.com Emilie Bernard emiliebernard@gmail.com

<p><strong>Background. </strong>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.</p> <p><strong>Purpose.</strong> 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.</p> <p><strong>Method.</strong> 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.</p> <p><strong>Results. </strong>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.</p> <p><strong>Conclusion</strong>. 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.</p>

2026-03-31T00:00:00+07:00 Copyright (c) 2026 Ishak Bagea, Jack Davis, Emilie Bernard