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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 147 Documents
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Exploring University Toilet Signage as a Visual Communication Tool Through a Social Semiotics Lens in Brunei Darussalam Hasriana , Siti Nurfarina; Yueh, Lee Kok
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 7 No. 2: July 2024
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v7i2.162

Abstract

Primarily, the linguistic landscape acts as a foundation for analysing how social, cultural and political structures are reflected in public signs. While previous studies have mainly focused on the linguistic elements and the semiotic principles of visual signs, this research explores how Brunei universities’ toilet signages are analysed and interpreted through a social semiotics approach. By employing convenience, purposive and snowball sampling, the data collected were from seven local and seven international university students' semi-structured interviews and one focus group discussion, consisting of the local students only. This study employed a social semiotics approach by Halliday (1978) to analyse the visual findings and to guide the interview data analysis gathered. Three major themes emerged based on the findings, namely: 1) Interpretation and user experience, 2) Cultural encoding in signage, and 3) Cross-cultural interpretation gap. These findings revealed that university students’ cultural background and their familiarity influence their interpretation of the signage. Findings also emphasised the dominant use of English in the signage, which raises questions about Malay visibility and institutional preferences. This study implies that although visuals can be similar, their meaning is not fixed but is shaped by individuals’ cultural and social backgrounds. Although the findings correspond to existing literature, limitations include restricted access only to UTB and UBD signage, which influence the findings of the study. Besides, this study only explored university students from UTB and UBD, which excludes other potential public users and staff who might have a different interpretation of the signages. Hence, it is recommended for future research to explore how toilet signage is interpreted in other institutions and how different demographic groups interpret signage as a visual communication tool to expand the research area for more in-depth findings.
An Investigation into Academic Vocabulary Difficulties in Speaking of EFL University Students in the English Education Program Jidah, Assa; Tarigan, Fatin Nadifa
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 8 No. 1: January 2025
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v8i1.155

Abstract

This study investigates the difficulties faced by EFL university students in using academic vocabulary during speaking tasks. Conducted with undergraduate students of the English Education Program at Universitas Pembinaan Masyarakat Indonesia, the research employed speaking tasks, questionnaires, and interviews to collect data. Thematic analysis and descriptive statistics were used to examine students’ productive use of academic vocabulary, focusing on collocations, pronunciation, lexical range, and confidence. The findings revealed that remembering and applying collocations (72%) and pronouncing academic terms (65%) were the most common problems. More than half of the students also reported low confidence (58%) and limited lexical knowledge (50%), with only a small proportion (15%) expressing overall confidence in their academic vocabulary use. These results highlight a persistent gap between receptive and productive knowledge, as students often recognized academic vocabulary in texts but struggled to apply it in oral communication. The study concludes that targeted pedagogical strategies, including explicit collocation practice, pronunciation support, and confidence-building activities, are needed to strengthen students’ academic oral proficiency and prepare them for academic and professional contexts.
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
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
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
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.
Communicative Competence in an Online Teacher Community: An Ethnographic Study Poly, Nahida Akter
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 9 No. 1: January 2026
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v9i1.171

Abstract

This study seeks to examine how teachers and education professionals communicate through memes and comments in an online Facebook teacher community. Using a qualitative digital ethnographic approach, the study analyses more than 25 highly interactive meme posts and their associated comment threads collected over a four-week observation period. The data were documented through screenshots and analysed qualitatively without direct participant interaction, as all materials were publicly accessible. The research employed Hymes’s SPEAKING framework as an analytical tool to explore how linguistic and semiotic choices reflect shared norms, roles, and cultural expectations within the online community. The findings reveal that meme-based communication is characterised by informal and abbreviated language, professional jargon, and deliberate nonstandard forms such as LOLspeak. Humour, expressed through irony, hyperbole, and exaggeration, serves as both a coping mechanism for professional stress and a marker of solidarity among community members. These multimodal practices support tone management, community bonding, and critical commentary while maintaining socially appropriate interaction. The study concludes that memes and comments function as meaningful communicative resources through which teachers enact communicative competence in digitally mediated environments. The findings underscore the significance of digital ethnography in elucidating language use, professional identity, and social meaning within online teacher communities.
Mobile-Assisted Language Learning (MALL) and English Language Proficiency among University EFL Students: A Quantitative Analysis Hasibuan, Siti Aminah; Assajidah
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 9 No. 1: January 2026
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v9i1.175

Abstract

Mobile-Assisted Language Learning (MALL) has gained increasing attention in higher education as a means of enhancing English as a Foreign Language (EFL) learning through the integration of digital technologies. This study aims to investigate the relationship between the use of Mobile-Assisted Language Learning (MALL) and English language proficiency among university EFL students using a quantitative research approach. A total of 120 undergraduate students from a public university participated in the study. Data were collected through a MALL usage questionnaire and a standardized English proficiency test covering listening, speaking, reading, and writing skills. The questionnaire was designed to measure students’ frequency of mobile device use, types of mobile applications employed, and perceived usefulness of MALL in English language learning. The collected data were analyzed using descriptive statistics and inferential statistical techniques, including correlation and multiple regression analyses. The results revealed a significant positive relationship between MALL usage and students’ overall English language proficiency. Specifically, higher levels of engagement with mobile learning applications were associated with improved performance in vocabulary acquisition, reading comprehension, and listening skills. The regression analysis further indicated that the frequency of MALL use and students perceived usefulness of mobile learning significantly predicted English language proficiency, accounting for a substantial proportion of the variance. The findings suggest that MALL can serve as an effective supplementary tool in university EFL classrooms by promoting flexible, learner-centered, and autonomous learning experiences. This study provides empirical evidence supporting the integration of mobile technologies into English language instruction at the tertiary level. Pedagogical implications include the need for instructors to strategically incorporate mobile-based activities and guide students in selecting appropriate applications to maximize learning outcomes. Future research is recommended to explore experimental designs and longitudinal studies to further examine the causal effects of MALL on specific language skills.

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