LIER: Language Inquiry & Exploration Review
LIER: Language Inquiry & Exploration Review E-ISSN 3062-7702 (Online) stands at the forefront of interdisciplinary research and discussion within the realms of linguistics, language education, and linguistic anthropology. With a keen eye on both theoretical frameworks and practical applications, this journal serves as a vibrant platform for scholars, educators, and practitioners to disseminate innovative findings, engage in critical discourse, and explore the multifaceted nature of language and communication. Each issue offers a rich tapestry of articles that delve into language acquisition, sociolinguistics, language policy, semiotics, and more, reflecting the latest advancements and debates in the field. Through rigorous peer review and a commitment to academic excellence, "Language Inquiry & Exploration Review" fosters a dynamic and inclusive scholarly community, contributing significantly to our understanding of language as a fundamental human faculty and its role in shaping societies and cultures around the globe. Published Month: June & December
Semiotic Citizenship and the Construction of Belonging in Multilingual Public Spaces
Purpose: This study investigates how semiotic citizenship is enacted and experienced within multilingual public spaces, focusing on how language, visibility, and affect intertwine to construct belonging in the urban environment. It explores how individuals negotiate recognition and participation through linguistic and visual signs that populate the city’s semiotic landscape. Subjects and Methods: The research was conducted across three key urban sites a traditional market, a transportation terminal, and a municipal plaza selected for their contrasting semiotic ecologies. Using a qualitative ethnographic design grounded in semiotic landscape analysis, data were collected through visual documentation, participant observation, and semi-structured interviews with twenty-five participants including traders, migrants, residents, and municipal officers. The analysis combined multimodal discourse analysis and thematic coding to interpret how signs, languages, and emotions converge to produce symbolic belonging. Results: Findings reveal that multilingual signs act as semiotic performances of citizenship, where linguistic hierarchies, creative hybridity, and emotional recognition coexist. Formal spaces reproduce institutional authority through standardized language, while informal environments allow vernacular and hybrid expressions to emerge as acts of grassroots visibility. Participants expressed feelings of inclusion, remembrance, and shared authorship through the visibility of their languages in public spaces. Conclusions: Semiotic citizenship operates as an affective and participatory practice rather than a formal status. Belonging is not merely spoken but inscribed in the multilingual textures of urban life, where visibility itself becomes a moral act of recognition. The city thus emerges as a semiotic democracy continually rewritten through the languages of its people.
Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
English Dominance and Linguistic Justice in Contemporary Higher Education Systems
Purpose: This study aimed to explore how English dominance shapes the conditions of linguistic justice in contemporary higher education systems. It sought to understand how English functions not only as a communicative medium but also as an ideological force that structures power, recognition, and epistemic legitimacy within multilingual and postcolonial academic contexts. Subjects and Methods: The research employed a qualitative interpretive design grounded in critical sociolinguistics and discourse analysis. Data were collected from institutional policy documents and semi-structured interviews with eighteen participants, including lecturers, students, and policy makers from three universities representing international, bilingual, and local-language contexts. Thematic and critical discourse analyses were used to interpret the relationship between institutional structures, linguistic ideologies, and personal experiences of inclusion and exclusion. Results: The findings revealed that English functions simultaneously as a resource of opportunity and a mechanism of exclusion. Institutional policies framed English as the marker of academic prestige, while local languages were symbolically preserved but materially marginalized. Participants described emotional fatigue, linguistic insecurity, and identity tension in navigating English-dominant systems, yet some also developed bilingual strategies that embodied acts of resistance and linguistic agency. Conclusions: English dominance in higher education perpetuates epistemic inequality by privileging Anglo-normative linguistic standards while undermining local knowledge systems. Achieving linguistic justice requires more than policy inclusion; it demands an epistemological shift that values all languages as equal vehicles of academic thought. Only through such plural recognition can higher education sustain intellectual diversity and moral equity.
Visual Semiotics and Learner Engagement in Technology Mediated Language Education
Purpose: This study aimed to investigate the role of visual semiotics in shaping learner engagement within technology-mediated language education. It sought to explore how visual elements such as images, icons, animations, and color-coded cues influence cognitive, emotional, and behavioral engagement, as well as how learners interpret and make meaning from these semiotic resources. Subjects and Methods: The study employed a qualitative case study design involving 10–15 language learners participating in digital language learning activities. Data were collected through observations, semi-structured interviews, and analysis of digital learning materials. Observations focused on learners’ interactions with visual semiotic elements, interviews captured learners’ subjective experiences and interpretations, and material analysis identified semiotic features embedded in the digital platform. Data were analyzed using thematic coding and semiotic analysis to identify patterns in learners’ engagement and meaning-making. Results: The findings revealed that visual semiotics serve as cognitive scaffolds, enhancing comprehension, reducing cognitive load, and supporting strategic learning. Emotional engagement was strengthened through the aesthetic, interactive, and meaningful design of visual materials, increasing motivation, confidence, and enjoyment. Behavioral engagement manifested in active participation, task completion, peer collaboration, and strategic attention to visual cues. Patterns of semiotic meaning-making emerged, showing that learners integrated visual, textual, and experiential information to construct understanding. Conclusions: Visual semiotics are integral to learner engagement in technology-mediated language education, functioning as active mediators of cognitive, emotional, and behavioral processes. Strategic integration of semiotic resources in instructional design, teacher training, and institutional management can enhance engagement, optimize learning outcomes, and support inclusive, multimodal digital learning environments. These findings highlight the need to reconceptualize engagement frameworks to account for multimodal semiotic affordances.
Reconceptualizing Language Acquisition through Embodiment and Materiality
Purpose: This study aims to reconceptualize language acquisition by exploring how embodiment and materiality influence the processes of learning and meaning-making. It challenges traditional cognitive perspectives that separate mind and body by examining how gestures, sensory experience, spatial arrangements, and material objects actively shape linguistic understanding. Subjects and Methods: The study employed a qualitative interpretive design grounded in phenomenology and post humanist theory. Data were collected through participant observation, semi-structured interviews, and artifact analysis in two multilingual classrooms involving twenty-four learners aged ten to fourteen and four language teachers. Thematic and multimodal analyses were conducted to identify patterns of bodily engagement, material mediation, and sensory interaction in language learning. Results: Findings reveal that language acquisition unfolds as an embodied and materially mediated process. Gestures extend linguistic thought, materials such as objects and digital tools act as cognitive mediators, and spatial as well as sensory environments shape learners’ affective and cognitive engagement. The body functions as a site of memory and meaning, where linguistic recall and comprehension are enacted through movement, rhythm, and emotion. Conclusions: Language learning is a multisensory, relational, and embodied experience that integrates cognition, emotion, and material interaction. Pedagogical practices should therefore promote movement, touch, and sensory engagement to enhance comprehension and retention. The study contributes to theoretical and practical understandings of language as a distributed phenomenon emerging through the interplay of human and material agency.
Exploring Translingual Practices as a Pathway to Inclusive Language Acquisition
Purpose: This study explores the role of translingual practices as a pathway to inclusive language acquisition, focusing on how the use of multiple languages in the classroom enhances language learning, engagement, and inclusivity for multilingual students. Subjects and Methods: The study involved 150 students and 10 teachers from five schools, selected to represent diverse educational settings (urban and rural). A mixed-methods approach was employed, combining classroom observations, interviews, focus groups, and surveys. Data were analyzed to assess the frequency and impact of translingual practices on language proficiency, student engagement, inclusivity, and perceived barriers to implementation. Results: Findings indicated that students in classrooms with more frequent translingual practices showed a greater improvement in language proficiency (13.7-point increase vs. 7.3 points in lower usage classes). Students reported feeling more comfortable and confident, with 85%-87% agreeing that using their first language alongside the target language helped their learning. Teachers identified several barriers, including time constraints, concerns about hindering second language acquisition, and lack of bilingual resources. Urban schools showed better outcomes due to greater resources, but rural schools also benefited, highlighting the adaptability of translingual practices. Conclusions: Translingual practices are an effective tool for enhancing language acquisition, fostering inclusivity, and improving student engagement. However, successful implementation requires overcoming barriers such as limited resources, curriculum constraints, and lack of teacher training. With proper support, translingualism can be an inclusive and transformative approach to language education in diverse contexts.
The Interplay of Language Policy and Learner Agency in Multilingual Educational Contexts
Purpose: This study aims to explore the interplay between language policy and learner agency in multilingual educational contexts, focusing on how institutional policies influence learners' language behaviors, academic performance, and overall agency. Subjects and Methods: The research involved 300 secondary school students from multilingual educational settings, with 120 students whose home language matched the medium of instruction and 180 whose home language differed. A mixed-methods approach was employed, combining qualitative interviews and focus group discussions with quantitative surveys and performance data. The study examined learners' perceptions of language policies, their agency indicators (e.g., language control, switching frequency, participation), and academic achievement across subjects (Math, Science, Social Studies). Results: The results revealed that learners with home-instruction language alignment reported higher agency, confidence, and participation in classroom discussions. In contrast, those with mismatched home languages exhibited higher language switching and lower confidence in using their home languages. Participation in multilingual programs correlated with better academic outcomes, particularly in language proficiency and subjects like Science and Math. The study found significant correlations between supportive language policies (inclusive of home languages) and enhanced learner agency, while restrictive policies hindered agency and engagement. Conclusions: The study concludes that inclusive and flexible language policies positively influence learner agency, which in turn enhances academic achievement. Policy climates that value linguistic diversity are crucial for empowering learners, particularly those from diverse linguistic backgrounds. Addressing socio-economic inequalities is also necessary to ensure equitable educational opportunities for all students.
Reimagining Language Acquisition in the Age of Artificial Intelligence through Sociolinguistic and Semiotic Perspectives
Purpose: This study explores the transformative impact of Artificial Intelligence (AI) on language acquisition, focusing on the integration of AI tools in language learning through sociolinguistic and semiotic perspectives. The aim is to assess AI’s influence on learner engagement, teacher-student rapport, linguistic diversity, and cultural representation. Subjects and Methods: A mixed-methods approach was employed, combining quantitative surveys and experiments with qualitative sociolinguistic and semiotic analyses. Surveys measured the effectiveness of AI tools in language learning, while content analysis and interviews provided deeper insights into cultural and contextual cues embedded in AI-generated texts. Results: The results demonstrate that AI tools significantly enhance learner engagement and communication willingness, offering personalized and interactive learning experiences. However, challenges regarding linguistic diversity and bias in AI models remain, with gaps in representing regional dialects and non-standard language forms. Semiotic analysis revealed that AI still struggles to incorporate cultural and contextual nuances, which are essential for meaningful communication. Additionally, biases in AI models, including gender and racial bias, were detected, emphasizing the need for diversified training data and bias mitigation strategies. AI’s role in shaping language change was also noted, with AI tools influencing the emergence of new linguistic forms and expressions. Conclusions: AI has the potential to revolutionize language acquisition, but its development must address challenges related to linguistic diversity, bias, and cultural representation. The study advocates for a more inclusive and contextually sensitive approach to AI integration in language education to ensure equitable, meaningful, and diverse learning outcomes.
The Sociolinguistics of Language Policy and Educational Reform in Southeast Asia
Purpose: This study explored the impact of language policies on educational reform in Southeast Asia, focusing on Malaysia, Indonesia, and the Philippines. The findings indicate that while language policies in these countries are designed to promote national unity and global competitiveness, they often face challenges in balancing multilingualism with cultural preservation. Subjects and Methods: The study found that in Malaysia and Indonesia, the implementation of bilingual or multilingual education is hindered by resource limitations and disparities between urban and rural areas. In the Philippines, while the Mother Tongue-Based Multilingual Education (MTB-MLE) policy has shown positive results in early education, challenges remain in transitioning students to national and international languages in higher grades. Results: The study contributes to the body of knowledge by providing a comparative analysis of language policy implementation across three diverse Southeast Asian countries. It highlights the need for more inclusive and context-sensitive language policies that not only foster national unity but also preserve local languages and cultures. The findings suggest that greater attention should be given to teacher training, resource allocation, and support for multilingual classrooms. Conclusions: Future research could explore the long-term impact of language policies on students’ cognitive and socio-cultural development, as well as investigate the role of digital technology in supporting multilingual education in the region.
Reframing Language Policy and Multilingual Education in the Indonesian Context
Purpose: This study explores the reframing of language policies and multilingual education in Indonesia, focusing on how language proficiency and multilingual education programs affect students' academic performance. The aim was to identify the challenges and opportunities of integrating local languages, Bahasa Indonesia, and global languages like English into the educational system. Subjects and Methods: Using a mixed-methods approach, the study combined quantitative surveys and qualitative interviews to gather data from students, teachers, school administrators, and policymakers across Indonesia. Results: The findings revealed that proficiency in Bahasa Indonesia was positively correlated with academic success, yet bilingualism, particularly in local languages, also enhanced cognitive flexibility and improved academic outcomes. The study highlighted significant regional disparities, with urban schools demonstrating better implementation of multilingual education programs compared to rural areas. Teachers and students expressed positive views on multilingual education, but the implementation of policies was often inconsistent and lacked clear guidance. The study contributes to the body of knowledge on multilingual education by providing empirical data on the impact of language policies in Indonesia. Conclusions: The findings suggest that more inclusive and flexible language policies are needed to address the diverse linguistic needs of students, particularly in rural areas. Further research is needed to evaluate the long-term effects of multilingual education on students' socio-economic outcomes and its role in fostering national unity.
Multimodal Meaning Making and Language Learning in Digital Multilingual Environments
Purpose: This study investigates the role of multimodal learning tools in language acquisition within digital multilingual environments. The primary goal was to assess how learners engage with semiotic resources like text, images, audio, and video in enhancing language skills Subjects and Methods: A mixed-methods design was used, with quantitative data from pre- and post-tests measuring improvements in vocabulary, grammar, and speaking proficiency, and qualitative data from interviews and focus groups capturing learners’ perceptions and experiences. Results: The results indicated that learners using multimodal resources showed significant improvements in all language skills, especially in speaking proficiency. Vocabulary and grammar scores in the experimental group increased by 15% and 12%, respectively, while speaking skills saw a 20% improvement. Learners expressed positive perceptions of the multimodal tools, particularly video-based lessons and interactive exercises, though challenges related to platform navigation and cognitive overload were noted. The study concludes that multimodal learning tools are effective in enhancing language acquisition, but emphasizes the need for careful design to minimize challenges. Conclusions: Future research should explore ways to optimize digital tools for diverse learner needs, and further investigate the long-term impact of multimodal learning on language retention.
Digital Pedagogical Innovations in English Language Education: A Systematic Literature Review
Purpose: This systematic review aims to examine the incorporation of digital technologies in English language education, comparing it to conventional, non-digital approaches. The study investigates the effects of digital tools, including AI-driven tutoring systems, mobile learning platforms, and gamification, on improving language learning experiences. Subjects and Methods: The study utilized a structured approach in conducting a systematic literature review. Extensive analysis of current scholarly works on the integration of digital technologies in language education was conducted, focusing on studies that explore the use of AI tools, mobile platforms, and gamified learning. Results: The findings of this study indicate that digital technologies provide notable benefits to language learning. These include personalized learning paths, increased engagement through interactive content, and the opportunity to practice language skills in immersive, realistic scenarios. Despite these benefits, persistent challenges such as the digital divide, the necessity for teacher training, and the financial implications of adopting new technologies remain. These issues can hinder the full integration of digital technologies into language learning. Conclusions: The study concludes that digital innovations have a substantial impact on language learning outcomes. However, it is essential to emphasize that these technologies should be used in conjunction with, rather than as a substitute for, traditional methods. A hybrid approach combining the structured nature of traditional education with the interactive and adaptable qualities of digital methods has the potential to yield more comprehensive language learning outcomes.
The Effectiveness of Task-Based Language Teaching in Enhancing High School Students’ Communicative Competence
Purpose: This study aims to examine the effectiveness of Task-Based Language Teaching (TBLT) in improving the communicative competence of high school students learning English, addressing the gap between grammar-based instruction and the development of authentic communication skills. Subjects and Methods: A quasi-experimental quantitative design was employed, involving an experimental group taught using TBLT and a control group taught through conventional grammar-based methods. Communicative competence was measured across four dimensions grammatical, sociolinguistic, discourse, and strategic using a standardized rubric applied in pre-test and post-test evaluations. Data analysis was conducted through paired-sample and independent-sample t-tests, with effect sizes determined using Cohen’s d. Results: The findings revealed that students in the experimental group achieved significantly greater gains in all areas of communicative competence compared to the control group, with large effect sizes confirming the strong impact of TBLT. Beyond measurable improvements in language performance, TBLT also fostered higher engagement, peer collaboration, and strategic language use, bridging classroom instruction with real-world communicative practices. Conclusions: The study provides robust empirical evidence supporting the integration of TBLT into high school curricula. It underscores the need for systemic support in teacher training, effective task design, and performance-based assessments to ensure sustainable and impactful implementation.
The Impact of English-Only Instruction Policies in Indonesian Higher Education Institutions
Purpose: This study explores the impact of English-only instruction policies in Indonesian higher education, particularly how such policies are interpreted, implemented, and experienced by academic stakeholders. It examines the extent to which English-medium instruction (EMI) advances institutional goals of internationalization while addressing challenges in practice. Subjects and Methods: A qualitative approach was employed, involving in-depth interviews with faculty members, students, and administrators across multiple Indonesian universities. This method allowed for rich insights into stakeholders’ perceptions, experiences, and strategies in navigating English-only policies. Results: Findings indicate that English-only instruction policies are often implemented unevenly, generating fragmented practices across institutions. Students frequently report linguistic anxiety, reduced classroom participation, and a reliance on informal code-switching. Faculty and administrators highlight a gap between the symbolic appeal of English for global competitiveness and the limited pedagogical and institutional support available. The policy is thus perceived as more symbolic than functional, reflecting external benchmarks rather than educational priorities. Conclusions: The study emphasizes the need for context-sensitive, multilingual, and equity-oriented policies. Sustainable internationalization in higher education requires moving beyond rigid English-only mandates toward inclusive strategies that empower both educators and learners.
Language Use in TikTok Activism by Gen Z Communities
Purpose: This study investigates the linguistic behaviors of Generation Z in TikTok-driven protest movements and explores their implications for management studies. It examines how Gen Z employs creative language practices to construct activist discourse and challenge institutional authority within global digital platforms. Subjects and Methods: Employing a qualitative approach, the study analyzes linguistic tools such as satire, vernacular codes, emotional appeals, and participatory memes within TikTok content created by Gen Z communities. Data were drawn from online observations and discourse analysis of protest-related materials, focusing on how these practices shape communicative dynamics. Results: The findings indicate that Gen Z’s targeted linguistic actions on TikTok represent a sophisticated form of discursive agency. Rather than being ephemeral, these practices influence the image of social groups, corporate reputation, and stakeholder legitimacy. Within management contexts, Gen Z activism disrupts traditional organizational communication, creating new challenges for stakeholder engagement and crisis management. Activists function as decentralized communication agents, compelling institutional actors to respond to digitally constructed meanings. Conclusions: The study concludes that organizations must adapt to communication environments characterized by linguistic hybridity, digital remix culture, and affective connectivity. Managers are urged to recognize and engage with these dynamics proactively to maintain ethical authenticity and value alignment.
Examining the Effectiveness of ChatGPT as a Conversational Partner for Indonesian EFL Learners
Purpose: This study evaluates the efficiency of ChatGPT as a conversational partner in enhancing English proficiency among Indonesian learners within the English as a Foreign Language (EFL) context. It examines ChatGPT’s potential as both a learning tool and a scalable alternative for institutions with limited instructional resources. Subjects and Methods: A quantitative pre-experimental design was adopted, employing a one-group pretest–posttest method with 40 intermediate-level university students. Over a period of four weeks, participants engaged in structured conversations with ChatGPT. Speaking performance was videotaped and assessed using a standard rubric measuring fluency, vocabulary, and grammatical accuracy. In addition, learner perceptions were gathered through a structured questionnaire. Results: Findings revealed statistically significant improvements across all assessed components, with the greatest gains in fluency and vocabulary. Questionnaire data indicated high levels of satisfaction, motivation, and perceived benefit, with a positive correlation between learner satisfaction and performance growth. These results suggest that ChatGPT enhances communicative competence while also increasing learner engagement. Conclusions: ChatGPT demonstrates strong potential as an instructional aid in EFL learning and as a cost-effective solution for large programs. Effective integration, however, requires careful planning, ethical oversight, and teacher preparedness to ensure sustainable adoption.
Community-Led Initiatives in Language Preservation: Strategies for Endangered Language Documentation and Revitalization
Purpose: The study aims to evaluate the effectiveness of community involvement in language preservation, identify key methods used in documentation and revitalization efforts, and assess the outcomes of these initiatives. Methods: It employs a qualitative approach, including interviews and case studies of community-led language preservation projects in Indonesia. Results: The results indicate that community involvement plays a crucial role in preserving endangered languages by raising awareness of their importance, promoting language use in daily life, and developing culturally relevant learning materials. Conclusions: In conclusion, community-led initiatives are vital for the documentation and revitalization of endangered languages, highlighting the importance of local knowledge and cultural practices in preserving linguistic diversity.
Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
Unlocking the Mind's Language: Exploring Cognitive Linguistics and Language Processing
Purpose: This paper explores the field of cognitive linguistics and its implications for language processing. The study aims to uncover the underlying mechanisms of the mind's language through a comprehensive review of existing literature. Methods: The methodology involves a qualitative analysis of key concepts and theories in cognitive linguistics, such as conceptual metaphor, image schemas, and mental spaces. Results: The results reveal that cognitive linguistics offers valuable insights into how language is processed and understood by the human mind. The findings suggest that language is not merely a system of symbols but a reflection of cognitive processes. Conclusions: In conclusion, this study highlights the importance of cognitive linguistics in unlocking the mysteries of language and cognition.
Exploring Language Variation and Dialectology on the Perspective Sociolinguistic
Purpose: This have a look at explores language variant and dialectology via a sociolinguistic lens, focusing on factors which includes age, gender, and linguistic behavior. Subjects and Methods: Using a complete technique together with descriptive information, paired-samples t-checks, regression analysis, ANCOVA, and Pearson correlation, the studies investigate the difficult dynamics of language use inside numerous populations. Results: Findings screen massive differences in language utilization patterns based totally on age and gender, with older people tending to speak fewer phrases in step with day in comparison to more youthful individuals. Regression analysis suggests that age performs a slightly good-sized function in predicting linguistic variation. Furthermore, ANCOVA results highlight the importance of considering covariates consisting of age whilst studying organization differences in language usage. The Pearson correlation analysis indicates a terrible correlation between age and phrases spoken in step with day. Conclusions: Overall, this observe contributes to a deeper knowledge of language version and sociolinguistic dynamics, with implications for future research exploring the interaction between language, identity, and social factors.
Bilingual Brain Development: Insights from Language Acquisition in Children
Purpose: Bilingualism in kids has been a subject of enormous studies due to its implications for cognitive development and neural mechanisms. This take a look at delves into the dynamic interplay between language acquisition, skillability tiers in English and Spanish, and cognitive manipulate talents amongst bilingual kids elderly five to 7 years old. Subjects and Methods: A stratified random sampling method became used to pick out participants, who underwent standardized assessments for language skillability and cognitive manage responsibilities. Results from Pearson correlation analyses revealed sizable high-quality correlations between language skillability in both languages and cognitive control talents. Regression analyses identified vocabulary skillability in English, grammar proficiency in Spanish, age, and socio-monetary popularity as full-size predictors of cognitive manage abilities. Results: ANCOVA consequences showed a great distinction in cognitive manipulate abilties among English-dominant and Spanish-dominant bilingual children. Conclusions: The findings underscore the importance of thinking about language dominance, skillability, and man or woman elements in understanding bilingual mind development, with implications for educational practices and interventions.
Advancing Linguistic Analysis through Phonetics on the Intricacies of Sound Structures
Purpose: This observe investigates the phonetic intricacies of speech production and their implications for linguistic evaluation. Subjects and Methods: Utilizing latest technology, interdisciplinary collaborations, and sturdy statistical analyses, the research delves into phonetic variation, language-precise styles, and the influence of sociolinguistic factors on speech manufacturing. Descriptive records, paired-samples t-assessments, regression analyses, and ANCOVA were hired to investigate statistics from 50 bilingual individuals, that specialize in vowel formant frequencies, language proficiency, and language dominance. Results: Results reveal substantial phonetic distinctions between languages, a predictive dating among language skillability and vowel length, and the effect of language dominance on articulation costs. Pearson correlational analyses exhibit a effective correlation between language proficiency and speech manufacturing traits. Conclusions: Overall, this have a look at contributes to our expertise of phonetic structures and language processing, highlighting the function of linguistic competence in shaping speech patterns.