LIER: Language Inquiry & Exploration Review
type: channel
description: 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
publisher: Pemuda Peduli Publikasi Insan Ilmiah
language: en
publication name: LIER: Language Inquiry & Exploration Review
issn: 3062-7702
items: Reimagining Language Acquisition in the Age of Artificial Intelligence through Sociolinguistic and Semiotic Perspectives
items: Multimodal Semiotic Resources in Online Learning Environments: Meaning-Making from an Applied Linguistics Perspective
items: Language Ideology and Power in Educational Policy Discourse: A Critical Sociolinguistic Analysis
items: Linguistic Landscapes and Cultural Identity Formation in Multilingual Urban Spaces
items: Translanguaging Practices in Second Language Education and Their Implications for Multilingual Language Policy
items: Digital Multilingual Practices and Identity Negotiation on Social Media From a Critical Discourse Perspective
items: Semiotic Citizenship and the Construction of Belonging in Multilingual Public Spaces
items: English Dominance and Linguistic Justice in Contemporary Higher Education Systems
items: Visual Semiotics and Learner Engagement in Technology Mediated Language Education
items: Reconceptualizing Language Acquisition through Embodiment and Materiality
items: Exploring Translingual Practices as a Pathway to Inclusive Language Acquisition
items: The Interplay of Language Policy and Learner Agency in Multilingual Educational Contexts
items: The Sociolinguistics of Language Policy and Educational Reform in Southeast Asia
items: Multimodal Meaning Making and Language Learning in Digital Multilingual Environments
items: Digital Pedagogical Innovations in English Language Education: A Systematic Literature Review
items: The Effectiveness of Task-Based Language Teaching in Enhancing High School Students’ Communicative Competence
items: The Impact of English-Only Instruction Policies in Indonesian Higher Education Institutions
items: Language Use in TikTok Activism by Gen Z Communities
items: Examining the Effectiveness of ChatGPT as a Conversational Partner for Indonesian EFL Learners
items: Linguistic Strategies in AI-Generated Marketing Content: A Policy Framework for Global Brands
items: Community-Led Initiatives in Language Preservation: Strategies for Endangered Language Documentation and Revitalization
items: Unlocking the Mind's Language: Exploring Cognitive Linguistics and Language Processing
items: Exploring Language Variation and Dialectology on the Perspective Sociolinguistic
items: Bilingual Brain Development: Insights from Language Acquisition in Children
items: Advancing Linguistic Analysis through Phonetics on the Intricacies of Sound Structures

Reimagining Language Acquisition in the Age of Artificial Intelligence through Sociolinguistic and Semiotic Perspectives
type: item
description: Purpose: This study examines the effectiveness of Artificial Intelligence (AI) tools in language acquisition from sociolinguistic and semiotic perspectives, focusing on learner engagement, satisfaction, communication, and language representation. Subjects and Methods: A mixed-methods approach was employed involving learners engaged in AI-assisted language learning. Quantitative data were collected through Likert-scale surveys and quasi-experimental comparisons, while qualitative data were obtained through content analysis and interviews. Data were analyzed using descriptive and inferential statistics alongside thematic, sociolinguistic, and semiotic analysis. Results: The findings show that AI tools significantly improve learner engagement, satisfaction, and willingness to communicate, with ChatGPT demonstrating the strongest performance. AI environments foster interactive and adaptive learning experiences, enhancing learner confidence. Qualitative results reveal that AI-generated language remains predominantly standardized, with limited representation of linguistic diversity and moderate contextual sensitivity. Bias detection is uneven, reflecting underlying data imbalances, and AI contributes to shaping language use and evolution. Conclusions: AI offers substantial pedagogical benefits in language learning, yet its sociolinguistic and semiotic limitations highlight the need for more inclusive, context-aware, and ethically developed language models.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Language Acquisition
  topic: keywords
subject: Sociolinguistics
  topic: keywords
subject: Semiotics
  topic: keywords
creator: Amira Ben Youssef
creator: Mohamed Ali Trabelsi
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-12-16
publication date: 2024-12-16
starting page: 36
ending page: 50
doi: 10.71435/

Multimodal Semiotic Resources in Online Learning Environments: Meaning-Making from an Applied Linguistics Perspective
type: item
description: Purpose: This study examines the use of multimodal semiotic resources in online applied linguistics courses and their role in supporting meaning-making, comprehension, and collaborative learning. Subjects and Methods: The study involved 120 undergraduate applied linguistics students who engaged with text-based slides, video lectures, infographics, podcasts, and discussion forums. A convergent parallel mixed-methods design was employed. Quantitative data were collected through surveys, usage logs, and comprehension tests, while qualitative data were gathered via semi-structured interviews and observation of forum interactions. Descriptive statistics, Pearson correlation, and thematic analysis were used to analyze the data, and findings were integrated through triangulation. Results: Slides and video lectures were the most frequently used and highly rated resources, showing strong positive correlations with comprehension scores. Infographics and discussion forums facilitated summarization, reflection, and collaborative knowledge construction, whereas podcasts were less effective when used in isolation. Students who integrated three or more modalities achieved higher comprehension, highlighting the benefits of multimodal learning. Forum participation promoted peer-to-peer negotiation of meaning, metacognitive awareness, and self-directed learning. Conclusions: The integration of multiple multimodal resources significantly enhances comprehension and meaning-making in online learning. Effective online courses should balance structured guidance, interactive engagement, and diverse resources, positioning multimodal approaches as essential for fostering collaborative, reflective, and self-directed learning in applied linguistics education.
subject: Articles
  topic: section
subject: Multimodal Semiotic Resources
  topic: keywords
subject: Online Learning
  topic: keywords
subject: Applied Linguistics
  topic: keywords
subject: Meaning-Making
  topic: keywords
subject: Collaborative Learning
  topic: keywords
creator: Rizqan Mahardika Putrawan
creator: Nadira Nadira
rights: Copyright (c) 2026 LIER: Language Inquiry & Exploration Review
date: 2026-02-23
publication date: 2026-02-23
starting page: 26
ending page: 35
doi: 10.71435/688516

Language Ideology and Power in Educational Policy Discourse: A Critical Sociolinguistic Analysis
type: item
description: Purpose: This study aims to critically examine how language ideology and power are constructed, negotiated, and institutionalized within educational policy discourse in multilingual contexts. It seeks to uncover how policy texts and institutional narratives shape linguistic hierarchies, marginalize minority languages, and legitimize particular language choices as natural or inevitable. Subjects and Methods: The research adopts a qualitative critical sociolinguistic design grounded in Critical Discourse Analysis (CDA). Data consist of thirty-six national and regional educational policy documents from Asia, Europe, and Africa, complemented by semi-structured interviews with policymakers and senior educators. Analytical procedures included thematic coding, discursive and lexical analysis, and triangulation between policy texts and interview data to identify dominant ideologies and power relations embedded in language policy discourse. Results: The findings reveal a consistent prioritization of national and global languages particularly English as legitimate carriers of academic knowledge and economic value, while minority and heritage languages are symbolically acknowledged but functionally constrained. Policy discourse reflects strong neoliberal rationalities, framing language as economic capital linked to competitiveness and employability. Multilingual learners are often problematized through deficit-oriented representations, and minority language communities are largely excluded from decision-making processes, reinforcing top-down governance and linguistic inequality. Conclusions: Educational policy discourse functions as a powerful ideological mechanism that normalizes linguistic hierarchies and marginalizes minority language agency. Addressing these dynamics requires participatory, equity-oriented language policies that recognize multilingualism as a central resource for sociolinguistic justice and educational inclusion.
subject: Articles
  topic: section
subject: Language Ideology
  topic: keywords
subject: Educational Policy Discourse
  topic: keywords
subject: Power and Inequality
  topic: keywords
subject: Critical Discourse Analysis
  topic: keywords
subject: Multilingualism
  topic: keywords
creator: Aisyah Nur Aina Abdullah
rights: Copyright (c) 2026 LIER: Language Inquiry & Exploration Review
date: 2026-02-26
publication date: 2026-02-26
starting page: 46
ending page: 56
doi: 10.71435/688515

Linguistic Landscapes and Cultural Identity Formation in Multilingual Urban Spaces
type: item
description: Purpose: This study aims to examine how linguistic landscapes in multilingual urban spaces reflect sociolinguistic hierarchies and contribute to processes of cultural identity formation. It seeks to understand the relationship between language visibility in public signage, power relations, and the ways urban residents negotiate belonging and recognition within the city. Subjects and Methods: The research employed a qualitative case study design grounded in linguistic landscape studies. Data were collected through systematic field observations, photographic documentation of public signage, and semi-structured interviews with community members, residents, and business owners in selected multilingual urban areas. The data were analyzed using qualitative thematic analysis, linguistic landscape categorization (top-down and bottom-up signage), and critical discourse analysis to interpret language choice, visibility, and ideological implications. Results: The findings reveal a patterned distribution of languages in urban public spaces, with the national language dominating official signage and heritage languages appearing primarily in localized, community-based contexts. Bottom-up signage demonstrated greater linguistic creativity through multilingual and mixed-language practices, functioning as sites of identity negotiation and cultural expression. Linguistic visibility was strongly associated with feelings of cultural recognition and belonging, while linguistic absence contributed to perceptions of marginalization. Conclusions: The study concludes that linguistic landscapes actively shape cultural identity and social inclusion in multilingual cities. More inclusive language policies are needed to recognize heritage languages and support equitable linguistic representation in urban public spaces.
subject: Articles
  topic: section
subject: Language
  topic: keywords
subject: Identity
  topic: keywords
subject: Visibility
  topic: keywords
subject: Multilingualism
  topic: keywords
subject: Urbanity
  topic: keywords
creator: Fajar Pratama Rizky
rights: Copyright (c) 2026 LIER: Language Inquiry & Exploration Review
date: 2026-02-25
publication date: 2026-02-25
starting page: 36
ending page: 45
doi: 10.71435/688514

Translanguaging Practices in Second Language Education and Their Implications for Multilingual Language Policy
type: item
description: Purpose: This study aims to examine the forms and pedagogical functions of translanguaging practices in second language classrooms and to analyze their implications for multilingual language policy. It seeks to bridge micro-level classroom interactions with macro-level institutional language ideologies. Subjects and Methods: The study employed a qualitative case study design conducted in a multilingual second language education program. Participants included six second language teachers and eighteen lower-intermediate to intermediate students. Data were collected through 18 classroom observations, semi-structured interviews with teachers and students, and analysis of institutional language policy documents. Data analysis involved thematic analysis, qualitative discourse analysis, and critical language policy analysis to ensure triangulation and analytical rigor. Results: Findings revealed that translanguaging was a frequent and systematic classroom practice rather than an incidental occurrence. Four dominant forms were identified: teacher-led pedagogical code-switching, peer code-mixing, meaning clarification, and affective-relational use. Translanguaging served multiple pedagogical functions, including cognitive scaffolding, conceptual reinforcement, classroom management, identity affirmation, and increased learner participation. Interview data confirmed that teachers used translanguaging intentionally to enhance comprehension and instructional efficiency, while students perceived it as supportive of understanding, confidence, and engagement. However, a clear tension emerged between effective classroom practices and monolingual-oriented institutional policies that lacked explicit recognition of translanguaging. Conclusions: The study concludes that translanguaging is an effective and legitimate pedagogical resource in second language education. To optimize its benefits, language policies should be realigned to acknowledge and support multilingual classroom realitie…
subject: Articles
  topic: section
subject: Translanguaging Practices
  topic: keywords
subject: Second Language Education
  topic: keywords
subject: Multilingual Classrooms
  topic: keywords
subject: Pedagogical Functions
  topic: keywords
subject: Language Policy Implications
  topic: keywords
creator: Zafira Ayu Kirana
creator: Ravindra Mahesa Putra
creator: Nayla Qistina
rights: Copyright (c) 2026 LIER: Language Inquiry & Exploration Review
date: 2026-02-23
publication date: 2026-02-23
starting page: 14
ending page: 25
doi: 10.71435/688513

Digital Multilingual Practices and Identity Negotiation on Social Media From a Critical Discourse Perspective
type: item
description: Purpose: This study aims to examine how digital multilingual practices are employed on social media to negotiate identity from a critical discourse perspective. It focuses on how language choice, code-switching, and multimodal resources function as strategic tools for self-presentation, audience management, and identity construction in digital environments. Subjects and Methods: The study adopts a qualitative design grounded in Critical Discourse Analysis. The data consist of 120 publicly accessible multilingual social media posts collected from Instagram, X (formerly Twitter), and Facebook over a three-month period, as well as 15 semi-structured interviews with active multilingual social media users. Data were analyzed through a multi-stage procedure involving linguistic categorization, functional discourse analysis, identity indexing analysis, multimodal analysis, and thematic analysis of interview data. Results: The findings reveal that multilingual practices are patterned and intentional rather than random. Intra-sentential code-switching emerges as the most prominent practice, reflecting integrated multilingual expression. English is predominantly associated with professional, global, and aspirational identities, while local languages are used to express emotional authenticity, cultural belonging, and relational closeness. Users construct hybrid identities by strategically combining linguistic and visual resources. Interview data indicate a high level of metalinguistic awareness, highlighting the role of audience orientation and platform norms in shaping language choice. Conclusions: The study concludes that digital multilingual practices function as socially meaningful and multimodal resources for identity negotiation, shaped by power relations, language ideologies, and global–local dynamics in contemporary social media discourse.
subject: Articles
  topic: section
subject: Digital Multilingualism
  topic: keywords
subject: Code-Switching
  topic: keywords
subject: Identity Negotiation
  topic: keywords
subject: Social Media Discourse
  topic: keywords
subject: Multimodal Analysis
  topic: keywords
creator: Putri Indah Lestari
creator: Indra Bayu Prakoso
rights: Copyright (c) 2026 LIER: Language Inquiry & Exploration Review
date: 2026-02-22
publication date: 2026-02-22
starting page: 1
ending page: 13
doi: 10.71435/688512

Semiotic Citizenship and the Construction of Belonging in Multilingual Public Spaces
type: item
description: 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.
subject: Articles
  topic: section
subject: Semiotic Citizenship
  topic: keywords
subject: Multilingual Public Space
  topic: keywords
subject: Belonging
  topic: keywords
creator: Aulia Rahman
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-12-20
publication date: 2024-12-20
starting page: 78
ending page: 86
doi: 10.71435/688511

English Dominance and Linguistic Justice in Contemporary Higher Education Systems
type: item
description: 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.
subject: Articles
  topic: section
subject: English Dominance
  topic: keywords
subject: Linguistic Justice
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Laila Husna Zahra
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-12-20
publication date: 2024-12-20
starting page: 69
ending page: 77
doi: 10.71435/688510

Visual Semiotics and Learner Engagement in Technology Mediated Language Education
type: item
description: 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 out…
subject: Articles
  topic: section
subject: Visual Semiotics
  topic: keywords
subject: Learner Engagement
  topic: keywords
subject: Multimodal Learning
  topic: keywords
creator: Ahmad Aqsal Zaqhid
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-12-15
publication date: 2025-12-15
starting page: 71
ending page: 81
doi: 10.71435/688509

Reconceptualizing Language Acquisition through Embodiment and Materiality
type: item
description: 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.
subject: Articles
  topic: section
subject: Embodiment
  topic: keywords
subject: Materiality
  topic: keywords
subject: Language Acquisition
  topic: keywords
subject: Phenomenology
  topic: keywords
creator: Eka Marcella
creator: Tasya Amin Zakiyah
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-12-18
publication date: 2024-12-18
starting page: 56
ending page: 68
doi: 10.71435/688508

Exploring Translingual Practices as a Pathway to Inclusive Language Acquisition
type: item
description: 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.
subject: Articles
  topic: section
subject: Translingual Practices
  topic: keywords
subject: Inclusive Language Acquisition
  topic: keywords
subject: Multilingual Education
  topic: keywords
subject: Educational Inclusivity
  topic: keywords
creator: Kadek Agus Dwi Artha
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-12-18
publication date: 2024-12-18
starting page: 46
ending page: 55
doi: 10.71435/688507

The Interplay of Language Policy and Learner Agency in Multilingual Educational Contexts
type: item
description: 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.
subject: Articles
  topic: section
subject: Language Policy
  topic: keywords
subject: Learner Agency
  topic: keywords
subject: Multilingual Education
  topic: keywords
subject: Academic Achievement
  topic: keywords
subject: Inclusive Education
  topic: keywords
creator: Muhammad Fauzy Fachrullah
creator: Akmal Alam
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-12-17
publication date: 2025-12-17
starting page: 94
ending page: 103
doi: 10.71435/688506

The Sociolinguistics of Language Policy and Educational Reform in Southeast Asia
type: item
description: 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.
subject: Articles
  topic: section
subject: Language Policy
  topic: keywords
subject: Southeast Asia
  topic: keywords
subject: Multilingual Education
  topic: keywords
subject: Bilingualism
  topic: keywords
creator: Aulia Nurhidayah
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-12-15
publication date: 2025-12-15
starting page: 82
ending page: 93
doi: 10.71435/688504

Multimodal Meaning Making and Language Learning in Digital Multilingual Environments
type: item
description: 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.
subject: Articles
  topic: section
subject: Multimodal Learning
  topic: keywords
subject: Language Acquisition
  topic: keywords
subject: Digital Environments
  topic: keywords
subject: Speaking Proficiency
  topic: keywords
creator: Nurliana Sinrang
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-12-12
publication date: 2025-12-12
starting page: 57
ending page: 70
doi: 10.71435/688502

Digital Pedagogical Innovations in English Language Education: A Systematic Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Digital Technology
  topic: keywords
subject: English Language Learning
  topic: keywords
subject: Educational Innovation
  topic: keywords
creator: Husnul Khatimah
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-10-31
publication date: 2025-10-31
starting page: 44
ending page: 56
doi: 10.71435/639193

The Effectiveness of Task-Based Language Teaching in Enhancing High School Students’ Communicative Competence
type: item
description: 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.
subject: Articles
  topic: section
subject: Task-Based Language Teaching
  topic: keywords
subject: Communicative Competence
  topic: keywords
creator: Aliyah Riyanti Nasir
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-09-30
publication date: 2025-09-30
starting page: 35
ending page: 43
doi: 10.71435/639192

The Impact of English-Only Instruction Policies in Indonesian Higher Education Institutions
type: item
description: 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.
subject: Articles
  topic: section
subject: English-Medium Instruction
  topic: keywords
subject: Language Policy
  topic: keywords
subject: Higher Education Management
  topic: keywords
creator: Aditya Pangestu
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-09-29
publication date: 2025-09-29
starting page: 1
ending page: 12
doi: 10.71435/639191

Language Use in TikTok Activism by Gen Z Communities
type: item
description: 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.
subject: Articles
  topic: section
subject: Tiktok Activism
  topic: keywords
subject: Gen Z
  topic: keywords
subject: Language Use
  topic: keywords
subject: Digital Discourse
  topic: keywords
subject: Organizational Communication
  topic: keywords
creator: Cika Aprilia
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-09-29
publication date: 2025-09-29
starting page: 13
ending page: 25
doi: 10.71435/639190

Examining the Effectiveness of ChatGPT as a Conversational Partner for Indonesian EFL Learners
type: item
description: 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.
subject: Articles
  topic: section
subject: ChatGPT
  topic: keywords
subject: EFL Learners
  topic: keywords
subject: Conversational AI
  topic: keywords
creator: Khaisya Sabina Nazarul Ummi
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-09-29
publication date: 2025-09-29
starting page: 26
ending page: 34
doi: 10.71435/639189

Linguistic Strategies in AI-Generated Marketing Content: A Policy Framework for Global Brands
type: item
description: Purpose: This study examines linguistic strategies in AI-generated marketing content and proposes a Language Policy Framework for Global Brands to ensure ethical, culturally adaptive, and consumer-centric communication. Subjects and Methods: A qualitative descriptive analysis was employed, reviewing existing literature and industry practices to assess AI-driven personalization, cultural localization, and ethical transparency in marketing communication. Results: AI enhances engagement through personalization and sentiment adaptation, but challenges include linguistic bias, cultural misalignment, and ethical concerns. Transparency and localization improve trust and consumer relationships. Conclusions: A structured Language Policy Framework integrating transparency, cultural sensitivity, and multilingual consistency is essential for responsible AI deployment in global marketing. Future research should explore hybrid AI-human collaboration for optimal brand communication.
subject: Articles
  topic: section
subject: AI-Generated Marketing
  topic: keywords
subject: Linguistic Strategies
  topic: keywords
subject: Language Policy
  topic: keywords
subject: Ethical Transparency
  topic: keywords
subject: Language Policy Framework
  topic: keywords
creator: Asep Koswara
rights: Copyright (c) 2025 LIER: Language Inquiry & Exploration Review
date: 2025-12-20
publication date: 2025-12-20
starting page: 104
ending page: 113
doi: 10.71435/690429

Community-Led Initiatives in Language Preservation: Strategies for Endangered Language Documentation and Revitalization
type: item
description: 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.
subject: Articles
  topic: section
subject: Community-Led Initiatives
  topic: keywords
subject: Endangered Languages
  topic: keywords
subject: Language Preservation
  topic: keywords
subject: Documentation Strategies
  topic: keywords
subject: Revitalization Efforts
  topic: keywords
creator: Wa Ode Sinta Watimelu
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-03-22
publication date: 2024-03-22
starting page: 1
ending page: 9
doi: 10.71435/639188

Unlocking the Mind's Language: Exploring Cognitive Linguistics and Language Processing
type: item
description: 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.
subject: Articles
  topic: section
subject: Cognitive Linguistics
  topic: keywords
subject: Language Processing
  topic: keywords
subject: Conceptual Metaphor
  topic: keywords
subject: Mental Spaces
  topic: keywords
creator: Shafira Azzahrah
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-03-22
publication date: 2024-03-22
starting page: 10
ending page: 16
doi: 10.71435/639187

Exploring Language Variation and Dialectology on the Perspective Sociolinguistic
type: item
description: 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.
subject: Articles
  topic: section
subject: Language Variation
  topic: keywords
subject: Dialectology
  topic: keywords
subject: Sociolinguistics
  topic: keywords
subject: Age
  topic: keywords
subject: Gender
  topic: keywords
creator: Aisyah Ratu
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-03-22
publication date: 2024-03-22
starting page: 17
ending page: 22
doi: 10.71435/639186

Bilingual Brain Development: Insights from Language Acquisition in Children
type: item
description: 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.
subject: Articles
  topic: section
subject: Bilingualism
  topic: keywords
subject: Language Acquisition
  topic: keywords
subject: Cognitive Control
  topic: keywords
subject: Children
  topic: keywords
creator: Soniakurniawati Soniakurniawati
creator: Aisyah Riska
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-03-22
publication date: 2024-03-22
starting page: 23
ending page: 29
doi: 10.71435/639185

Advancing Linguistic Analysis through Phonetics on the Intricacies of Sound Structures
type: item
description: 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.
subject: Articles
  topic: section
subject: Phonetics
  topic: keywords
subject: Speech Production
  topic: keywords
subject: Linguistic Analysis
  topic: keywords
subject: Language Proficiency
  topic: keywords
creator: Medina Rachman
rights: Copyright (c) 2024 LIER: Language Inquiry & Exploration Review
date: 2024-03-22
publication date: 2024-03-22
starting page: 30
ending page: 35
doi: 10.71435/639184