Indonesian universities have long integrated English as part of their language policy through English Medium Instruction (EMI), Content and Language Integrated Learning (CLIL) or English language classes that are offered as mandatory or general courses (MKU). Many mandatory language courses in Indonesian universities are held in large classes consisting of students of mixed linguistic competence who are drilled to achieve targeted scores of high stakes tests. The process, as well as the outcome of such classes are reportedly inefficient as students were disengaged and demotivated. On this basis and due to the COVID-!9 pandemic, an emerging opportunity for a foreign language course at a university level is for it to be offered online so that students can learn it independently and according to their pace. These online platforms, among many other features, amalgamate gamification (game-based learning), asynchronous social forums and synchronous video conference to create fun, engaging, personalized learning. By integrating these features, some popular platforms like Duolingo claim that they can provide better language learning outcome than a universitys language course. Despite the reported promising impacts, we did not locate any university in Indonesia that formally integrate the popular online language learning platforms into their language curriculum. By taking into account socioeconomic and sociocultural factors, we reflect on the current language policies and language teaching practices in Indonesias universities and inquire some of the following points: To what extend have the language policies at higher education level overcome the (digital) gaps in access and inequalities? What social domains are the digital/online language learning domain? How do the special domains influence the practices of teaching and learning a second language? How do we transfer or build on these social domains into the social and academic domains of Indonesias higher education? On a more technical term, we also inquire about the instructional design issues that would address the socioeconomic, cultural, and historical digital gaps in Indonesias higher educations. To answer the inquires, we use a systemic literature review of documents and scholarly studies on language policies in Indonesias higher education and use them as baseline to develop an online platform that suit the Indonesian social, academic, and cultural contexts.

: pedagogical modes, digital language learning, language policy, SLA, planned learning

• Irfan Rifai, S.Pd., M.Ed., Ph.D

• Hendy Reginald Cuaca Dharma, S.S., M.Si.

• Yogi Udjaja, S.Kom., M.TI

• Dr. Jureynolds, SS., M.Litt.