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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

The LG’s Linguaphiles: English Language Learning Gamification for

Cefr A1–B2 Users in the IR 4.0 Era

Pavithran Ravinthra Nath¹, Muhammad Haziq Abd Rashid², Hairul Azhar Mohamad³, Amir Lukman

Abd Rahman

, Muhammad Luthfi Mohaini

, John Helvy Akam

, Urai Salam

1,2,3,4,5

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam

SIDMA College Sarawak, MALAYSIA

Faculty of Teacher Training and Education, Universitas Tanjungpura Kalimantan (UNTAN) Pontianak

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000068

Received: 23 September 2025; Accepted: 30 September 2025; Published: 06 November 2025

ABSTRACT

The Industrial Revolution 4.0 (IR 4.0) has shown researchers, scholars, and experts in education that

traditional textbook-based language learning is often static and non-participatory. The temporary halting of

physical classes during the COVID-19 pandemic increased the shift from classroom textbook-based language

learning to online learning. As a result, students and teachers had to adapt to online learning platforms,

requiring learners to adapt to more engaging, inclusive, and student-led resources. The LG’s Linguaphiles 4.0

is an English language learning application software designed to make learning English more enjoyable

through gamification, interactive content, and mobile-oriented basics. The application covers a broad range of

language skills: pronunciation, listening, grammar, and reading, targeting students from A1 to B2 levels of the

Common European Framework of Reference for Languages (CEFR). Android Studio and Java were used

during development, and Firebase for data management, instant feedback, and scalability in the future.

Features critical to "The Mobile Application" include spy-story plot, rewards-based learning, and practice with

built-in feedback, text-to-speech, and controlled but limited instructor oversight to promote student autonomy.

Designed to boost motivation and sustain interest, the programme fits the current learning culture by

supporting autonomous learning and reducing dependence on traditional pedagogic approaches. Beta testing

revealed high level of user engagement, and students were satisfied with the functionality and content

organisation. The LG’s Linguaphiles 4.0 also showed high commercial value in non-academic and academic

contexts. With its user-friendly interface, CEFR-compliant organisation, and adaptive nature, the application

software offers a practical and scalable solution for modern English language learning in a fast-changing

digitalising world where flexible and accessible learning options are in demand.

Keywords: mobile-assisted language learning, CEFR, Android Studio, gamification in education, Gagne ISD

model

INTRODUCTION

IR 4.0 and the global shift to online platforms during the COVID-19 pandemic, have changed the way students

engage with learning. Textbooks, once the mainstay of language teaching before the rapid proliferation of

technology in education, have become old-fashioned because they are not interactive and cannot be customised

(Cozart et al., 2021; Pavešić & Cankar, 2022). Arvanitis and Krystalli (2021) and Lei et al. (2022) observed a

growing trend for students to use mobile-assisted language learning tools with personalised and interactive

learning experiences. Shortt et al's (2021) research on how gamification helps students learn languages using

mobile applications like Duolingo and Babbel found the application software to have a positive impact on

learners' motivation and vocabulary, but falls short when it comes to localised materials and systematic

progression to accommodate individualised education policies like Malaysia's CEFR-curriculum. To fill these

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

gaps and shortcomings, the LG’s Linguaphiles 4.0 was developed to aid learners of English in Malaysia and

other CEFR-compliant countries. The primary purpose of the development team is to provide an accessible,

learner-centered, interactive, and well-structured platform that focuses on listening, pronunciation, grammar,

and reading – the most important language skills emphasised by CEFR. The development aims to bridge the

gap between technology and language proficiency, especially for learners who are often digitally inclined and

enjoy using technology. By combining mobile access and gamification elements, the application software

offers a modern language learning process in response to global education standards..

Problem Statement

The rapid digital transformation driven by Industrial Revolution 4.0 and the global shift to online learning

during the COVID-19 pandemic have exposed the limitations of traditional textbook-based language

instruction. Conventional methods often lack interactivity and fail to sustain learner engagement, particularly

among digitally inclined students. While existing mobile-assisted language learning applications such as

Duolingo and Babbel have demonstrated positive effects on motivation and vocabulary acquisition, they

frequently fall short in providing localized content and structured progression aligned with frameworks like the

CEFR. This gap underscores the need for an innovative, gamified, and pedagogically sound platform that

supports autonomous learning while maintaining alignment with national and international language education

standards..

Objectives

1. To design and evaluate a gamified mobile application that enhances English language learning for CEFR

A1–B2 users through interactive and autonomous learning features..

2. To assess the effectiveness of the application in improving learner engagement, motivation, and language

proficiency compared to traditional and existing mobile-assisted learning tools..

PRODUCT DESCRIPTION & METHODOLOGY

The Application has been developed specifically for English language learners at CEFR levels A1-B2. Its

interface features a spy-designed theme intended to increase user involvement, enabling users to advance

through story-based missions. Each mission is accompanied by language training, featuring activities and quiz-

based lessons that reward users with points and virtual awards. The purpose of the storyline approach is to

sustain the interest and motivation of the learner by making the language learning experience feel dynamic and

enjoyable. Additionally, a progress-tracking mechanism was also included in the application software, where

users progress across the different CEFR levels. This allows the learners to visualise and follow through their

language growth over time.

The application was developed using Android Studio, with Java as the primary programming language. The

Firebase was used to control user authentication, progress trace, and store content to provide scalability and

features in future personalisation. It also facilitates real-time updates and analytics which are necessary to

gauge the user's interest and simplify the teaching process. LG’s Linguaphiles 4.0 is already available on the

developer site for beta testing. Comments captured at this phase are used to make subsequent adjustments to

ensure that the application function effectively, and sound pedagogically until the official launch on the Google

Play Store.

POTENTIAL FINDINGS AND COMMERCIALISATION

User Benefits and Community Impact

LG’s Linguaphiles 4.0 addresses an urgent need in language acquisition by offering a free-flowing and self-

learning platform to accommodate students with different levels of competence. Its portability attracts many

users, especially Malaysian school leavers to enter tertiary learning institutions. Gamification promotes

consistent usability and stimulates language retention and learner independence. The story format was

especially in demand among the beta test users, who reported an improved sense of motivation and maintained

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

interest throughout the lessons. Correspondence of the Application stages to the standards of CEFR allows the

users to monitor their achievements and establish the right linguistic aims. Complying with CEFR further

ensures that the application is integrated conveniently into both formal and informal learning environments

Relevance to the Industry

The application's usability extends beyond broader education technology atmosphere that is not academic.

With IR 4.0's ideas and integration of Internet of Things (IoT), the application offers a software-learning tool in

a post-pandemic environment that prioritises remote study, limits instructor control, and optimises data usage.

Its adaptive pacing, automation, and interactive feedback features are on par with current best digital practices.

Moreover, the application offers institutions a flexible tool following classroom teaching and facilitates

blended or flipped learning classrooms. The prospects relating to how the application can integrate with

national education systems and multilingual growth make it a valuable contribution to the rapidly growing

edtech market.

NOVELTY AND RECOMMENDATIONS

The Beta testing of The LG’s Linguaphiles 4.0 demonstrated an impressive engagement rate, as the learners

were positively receptive to the CEFR-driven structure, gamified quizzes, and the convenient design. These

findings indicate a high potential for better English language learning in both formal and informal settings.

Future work will include a comprehensive launch via app stores, integration of advanced analytics to

strengthen its personalisation, and the addition of multilingual functionalities to reach a wider audience.

ACKNOWLEDGEMENTS

The authors appreciate and regard the project's development team and the testing community for their

invaluable feedback. The project would not have succeeded throughout the beta stage without their consistent

efforts and feedback

REFERENCES

1. Arvanitis, P., & Krystalli, P. (2021). Mobile-assisted language learning (MALL): Trends from 2010 to 2020

using text analysis techniques. European Journal of Education, 4(1), 13–22.

https://eric.ed.gov/?id=EJ1336725

2. Cozart, D. L., Horan, E. M., & Frome, G. (2021). Rethinking the traditional textbook: A case for open

educational resources (OER) and no-cost learning materials. Teaching & Learning Inquiry, 9(2), 1–17.

https://eric.ed.gov/?id=EJ1314747

3. Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of mobile-assisted language learning

on English as a foreign language learners' vocabulary learning attitudes and self-regulatory capacity.

Frontiers in Psychology, 13(1), 1–14. https://doi.org/10.3389/fpsyg.2022.872922

4. Pavešić, B. J., & Cankar, G. (2022). Textbooks and students' knowledge. Center for Educational Policy

Studies Journal, 12(2), 29–65. https://doi.org/10.26529/cepsj.1283

5. Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2021). Gamification in mobile-assisted

language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020.

Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540