International Journal of Language and Ubiquitous Learning

Integration of Multicultural Folklore in Language Curriculum to Increase Intercultural Empathy

2025-07-02T22:43:12+07:00

Background. Intercultural empathy is an essential skill in globalized societies, yet language education often overlooks its emotional and cultural dimensions. Multicultural folklore offers a rich and underutilized resource for embedding cultural narratives in language curricula to foster deeper cross-cultural understanding.

Purpose. This study aims to investigate the effectiveness of integrating multicultural folklore into language learning to enhance students' intercultural empathy across five core dimensions: openness, empathy, respect, engagement, and confidence.

Method. Using a quasi-experimental design, two groups of junior high school students (N=60) were observed over six sessions. The experimental group received a folklore-integrated language curriculum, while the control group followed a conventional language program. Data were collected through pretests, posttests, and student reflective journals, analyzed using descriptive statistics and thematic coding.

Results. The experimental group showed a significant increase in empathy scores, with a mean gain of 11 points compared to 2 points in the control group. Reflective writings revealed enhanced emotional engagement, especially in students exposed to diverse cultural narratives. The empathy dimension showing the highest improvement was respect, followed by emotional empathy.

Conclusion. Multicultural folklore is a powerful pedagogical tool for fostering intercultural empathy in language education. The integration of narrative elements into linguistic instruction enhances not only comprehension but also emotional connection and cultural sensitivity. Future research should explore broader cultural contexts and assess long-term impact.

Does Slang Threaten the Structure of the Mother Tongue? An Analysis of Generative Grammar in Indonesian Adolescent Language

2025-07-02T22:48:25+07:00

Background. Language is a dynamic and adaptive system that evolves in response to its users’ needs. Among Indonesian adolescents, the rise of slang has raised public concern regarding its potential to disrupt the structural integrity of the Indonesian mother tongue. This concern stems from fears that informal variations may erode grammatical norms and weaken formal language proficiency.

Purpose. This study aims to determine whether the use of slang among teenagers represents a threat to the syntactic norms of formal Indonesian or constitutes a natural form of linguistic variation that aligns with social and cognitive development.

Method. A qualitative descriptive method was employed, focusing on data collected from popular social media platforms such as TikTok, Instagram, and Twitter. Purposive sampling was used to identify common slang expressions. The data were then analyzed using the frameworks of generative grammar and psycholinguistics to explore structural changes and their cognitive implications.

Results. Analysis of three representative slang-based sentences revealed that while slang tends to omit formal elements and compress sentence structures, essential syntactic patterns—especially the subject-verb-object (SVO) sequence—remain intact. From a psycholinguistic perspective, adolescents show cognitive flexibility in both producing and interpreting these expressions contextually, rather than relying strictly on formal rules.

Conclusion. The study concludes that adolescent slang does not undermine linguistic competence. Instead, it enriches expressive ability and serves as a marker of social identity. Slang is best understood as an adaptive form of linguistic creativity shaped by digital culture and generational shifts, rather than a degradation of language.

Application of AI-based Flipped Classroom Method in Improving English Speaking Skills

2025-07-02T22:45:53+07:00

Background. Speaking is a crucial component of English language acquisition, yet it remains one of the most challenging skills to master among EFL learners. Traditional teaching methods often fail to provide sufficient opportunities for oral practice and personalized feedback. The flipped classroom method has emerged as a promising pedagogical approach, and the integration of Artificial Intelligence (AI) offers the potential to enhance its effectiveness.

Purpose. This study aims to examine the application of an AI-based flipped classroom method and its impact on improving English speaking skills, particularly in the areas of fluency, pronunciation, coherence, and accuracy among senior high school students.

Method. A quasi-experimental design was employed involving 60 students divided into control and experimental groups. The experimental group was taught using AI-integrated flipped learning, incorporating tools such as speech recognition and automated feedback systems. Pretests and posttests were administered, and data were analyzed using descriptive statistics and independent t-tests.

Results. Findings indicate that the experimental group outperformed the control group in all speaking components. The most significant improvements were observed in fluency and pronunciation, attributed to regular, individualized AI-guided speaking practice. The consistency of score gains across students suggests that the method is both effective and equitable.

Conclusion. The AI-based flipped classroom approach offers a valuable instructional model that merges active learning with intelligent technology. It facilitates personalized, adaptive, and continuous speaking practice, thereby supporting accelerated language acquisition. Further studies are needed to test its scalability and long-term impact in diverse learning environments.