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SALTeL Journal (Southeast Asia Language Teaching and Learning)
Published by Association of Language Teachers in Southeast Asia
ISSN : -     EISSN : 26142864     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Southeast Asia Language Teaching and Learning (SALTeL) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of Language Teaching. The journal is published online twice a year. The scope of SALTeL includes the following fields: theory and practice in language teaching and learning, teaching a second or foreign language, language teachers’ training, and education.
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "Vol. 9 No. 1: January 2026 (in progress)" : 3 Documents clear
Information Literacy and Critical Analysis in Translation in the Era of Artificial Intelligence (AI) Hz, Benni Ichsanda Rahman
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 9 No. 1: January 2026 (in progress)
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v9i1.169

Abstract

Artificial intelligence (AI) has been widely used in the field of translation in recent years. However, the use of AI in translation has been limited due to its limitations in handling cultural nuances, implicit meanings, and complex language structures. This study aims to analyse the meta-language awareness of English Language Education students in conducting critical analysis of translation since the emergence of AI. In addition, this study explores how students assess the accuracy and bias in AI translation results and the extent to which they are able to correct or improve the translation independently. This case study focuses on students' perspectives and viewpoints in understanding, evaluating, and critiquing the translation results produced by AI and how their critical analysis skills develop in the context of translation. The findings highlight that AI can serve as a valuable tool, but it should not be solely relied upon for tasks requiring deep linguistic understanding, particularly in academic, professional, and cross-cultural communication settings.
Brewing Connections: Socio-Cultural Engagement and Intercultural Communication Exchanges in Contemporary Bruneian Cafés Anwar, Muhammad Afiq Azwar Muhammad; Padilla-Valdez, Nena
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 9 No. 1: January 2026 (in progress)
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v9i1.173

Abstract

This Study explored how the evolving characteristics of Bruneian cafes provide inclusive avenues for community and cultural experiences among consumers. Specifically, it charted a comprehensive narrative of contemporary cafe environments as informal communicative spaces that facilitate social integration, cultural connection, and potential wellbeing. Context sensitivity driven, the study adopted snowball sampling to determine the participants. Data were collected through semi-structured interviews and on-site observations including artefact documentation in order to capture rich and naturally occurring exchanges within cafe settings. The findings disclosed three key themes: cultural diversity, community belonging, and spatial preferences for choosing cafes as platforms for intercultural connections, other factors such as affordability, existing social structures, and comfort zones emerged as essential considerations inclusivity. Overall, the study highlights the potential for a broader understanding of the evolving nature of intercultural relational exchanges and contemporary cultures in Brunei.
Examining Positive and Negative Impacts of Artificial Intelligence in English as a Foreign Language Learning: A Case Study at IAIN Parepare Mujahidah; Asni, Yulie; Muallim, Muajiz; Sardi, Ahmed; Suherman
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 9 No. 1: January 2026 (in progress)
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v9i1.174

Abstract

This research examines students' perceptions of Artificial Intelligence (AI) in learning English as a Foreign Language (EFL), focusing on their views regarding its benefits and challenges. Conducted at the English Language Education Study Program, Tarbiyah Faculty, IAIN Parepare, this study involved 30 students selected through random sampling to ensure generalizability. A qualitative approach was employed, utilizing structured interviews and Focus Group Discussions (FGDs) to gather insights into students’ experiences with AI tools such as Elsa Speak, Duolingo, and Google Assistant. Data were analyzed thematically to identify recurring themes and key perspectives. The findings revealed that students perceive AI as both advantageous and limiting in their EFL learning journey. On the positive side, AI was seen as increasing motivation, boosting confidence in speaking, and providing practical opportunities for self-directed learning. However, students also expressed concerns regarding overreliance on AI tools, decreased creativity in language production, and AI's inability to adapt to individual learning styles and personalities. Additionally, some participants worried about AI’s potential impact on future job opportunities. The study concludes that while students generally view AI as a valuable aid in EFL learning, they recognize the need for a balanced approach. Educators and learners should integrate AI with traditional learning methods to enhance effectiveness while minimizing its limitations. Future research should further explore students' long-term perceptions of AI and its role in diverse EFL learning contexts.

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