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SALEE: Study of Applied Linguistics and English Education
Published by STAIN Sultan Abdurrahman Kepulauan Riau
ISSN : 27159795     EISSN : 27161617     DOI : https://doi.org/10.35961/salee
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
SALEE (Study of Applied Linguistics and English Education) journal publishes articles related to English language teaching and learning, language assessment, language curriculum and material development, linguistics and applied linguistics, and cultural issues in language education.
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "vol. 7 no. 2 (2026)" : 8 Documents clear
Evaluating the Ability of ChatGPT as an AI-Powered Chatbot: Assisting EFL Students' English Scientific Paper Writing Tira Nur Fitria
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2029

Abstract

ChatGPT is an AI-powered chatbot capable of generating human-like text based on the input provided through conversations like humans in natural language. This study aims to evaluate the capability of ChatGPT as an AI-powered chatbot in assisting EFL students in English scientific paper writing, with a particular focus on undergraduate theses. This research applies a content analysis approach to examine the textual outputs generated by ChatGPT in response to academic thesis-related prompts. The researcher conducted 13 trials by inputting various thesis-related prompts into ChatGPT. The queries covered multiple components of a thesis, including the title, background (research gap, research question, and significance), literature review, methodology (design, data collection, and analysis), findings, discussion, conclusion, and references. The results indicate that ChatGPT was able to generate coherent responses for most thesis components. However, its output for the findings, discussion, and conclusion was inadequate due to the absence of actual research data and context, which are essential for producing valid results. Additionally, when given a differently formulated research objective, ChatGPT occasionally provided inconsistent or inappropriate responses. While the tool demonstrates a strong contextual understanding of text and generates relevant content, its limitations highlight potential issues related to academic integrity, including plagiarism and ethical concerns. This study emphasizes that while ChatGPT can effectively support various stages of English scientific paper writing, its outputs require careful human evaluation, verification, and refinement before being incorporated into academic work.
Pronouns as Power: A Tripartite Linguistic Inquiry into Referent Erasure, Political Distance, and Deixis in Students’ English Debates Margaret Stevani; Evi Martiningsih; Tiara Panduwinata; Loso Judijanto; Rinovian Rais; Suroso
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2291

Abstract

This study investigated the ideological functions of pronouns in Indonesian EFL student political debates through a tripartite analytical framework consisting of referent erasure, political distance, and deixis. Grounded in Critical Discourse Analysis, the research examined how pronoun choices functioned not only as grammatical references but also as rhetorical strategies for negotiating power, alignment, and agency. The data were collected from 26 undergraduate students from Universitas Pembinaan Masyarakat Indonesia, Politeknik Angkatan Laut, and Institut Keislaman Tuah Negeri during six real-time English debate sessions conducted in 2026. Debate transcripts were analyzed qualitatively to identify patterns in the use of pronouns such as we, they, you, and impersonal constructions. The findings revealed that students strategically shifted pronoun usage to construct solidarity, distance opposing groups, obscure responsibility, and strengthen persuasive arguments within civic and political discussions. Pronouns thus operated as micro-sites of ideological negotiation that reflected identity positioning and contextual meaning-making. This study contributed to applied linguistics and English language education by demonstrating how EFL learners used grammatical forms to exercise voice, persuasion, and ideological stance in multilingual academic discourse.
Examining Anti-Corruption Discourse: Discursive Resistance of Generation Z in Nepal on X Vindy Thahura Ramadhani; Setiono Sugiharto
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2801

Abstract

This study investigates anti-corruption discourse generated by Generation Z members in social media comments on platform X in reaction to anti-corruption protest announcements in Nepal. Whereas prior work on digital political engagement has tended to take a more macro-centric view of mobilization and organizational participation, there has been less focus on how mundane resistance is expressed in daily online exchanges. Drawing on Critical Discourse Analysis (CDA) and a qualitative netnographic approach, the study analyzes public digital comments to examine the linguistic construction of anti-corruption demands at the micro level. The analysis shows that Generation Z uses a variety of discursive techniques such as supportive alignment, imperative expressions, moral condemnation, generational positioning, and affective intensification to articulate resistance. These strategies function as low-risk symbolic forms of everyday resistance that challenge political legitimacy and communicate collective dissatisfaction without formal organization. The findings indicate that social media comments operate as a major locus of digital political participation where anti-corruption criticism is normalized, circulated, and sustained through interactive communication practices. The study advances studies on critical discourse analysis by expanding the concept of everyday (or grassroots) resistance into digitally mediated environments and emphasizing the political implications of comment-level expression in contemporary networked publics.
Bridging Assessment Knowledge and Practice: Pre-Service EFL Teachers’ Assessment Literacy in Evaluating Pragmatic Competence Entika Fani Prastikawati; Senowarsito; Dodi Mulyadi; Maria Yosephin Widarti Lestari
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2864

Abstract

This study emerges from the recognition that language assessment literacy (LAL) is critical for designing assessments congruent with a communicative language teaching approach to EFL contexts, especially concerning pragmatic competence, an underrepresented area of classroom assessment. Based on the multidimensional LAL framework proposed by Glenn Fulcher, this study investigated pre-service EFL teachers' learning about language (LAL) during teaching practicum. Using an explanatory sequential mixed-methods design, 68 sixth semester pre-service teachers were involved. Overall, LAL was moderate (M = 2.89), with moderate scores in both task design (M = 2.81) and rubric development ability as well as confidence when creating these tasks associated with high perceived challenges to their implementation (M = 3.78). These qualitative results show that much pragmatic competence is evaluated indirectly, focusing more on vocabulary and grammar than appropriateness of content. These results reflect a gap between theory and practice. Therefore, the study points out that more professional-oriented and field-sensitive training is required to reinforce pragmatic assessment in EFL teacher education.
Academic Ethics and Moral Agency in EFL Writing: Census-Based Evidence from a Rural Vocational School on the West Sumatra-Riau Border Geby Adrian; Darmansyah; Maisarah Mitra Adrian
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2882

Abstract

Academic ethics and moral agency are central to EFL writing, yet they remain underexamined in rural vocational schools where students often face limited linguistic, academic, and digital literacy support. This study examines academic ethics and moral agency in EFL writing among students at a small rural vocational school located on the West Sumatra-Riau border, Indonesia. Using an explanatory sequential mixed-method design, the study first conducted a census-based survey involving all 74 students, followed by interviews to explain the quantitative patterns. The findings showed moderate levels of academic ethics (M = 3.187, SD = 0.330) and moral agency (M = 3.182, SD = 0.350). Spearman correlation indicated a significant positive association between academic ethics and moral agency (? = .476, p < .001). Bootstrapped regression showed that academic ethics positively predicted moral agency (B = .599, 95% CI [.340, .834], R² = .319). Interview data revealed barriers related to limited vocabulary, weak grammar, translation-tool dependence, uncertain citation practices, copy-paste habits, and unequal group participation. The study contributes context-bound evidence that moral awareness in EFL writing does not automatically lead to ethical enactment. It argues for explicit, scaffolded, and context-sensitive writing ethics instruction in rural vocational EFL classrooms.
The Nexus Between Informal Digital Learning of English and L2 Willingness to Communicate Among Indonesian EFL University Students Arief Eko Priyo Atmojo; Atin Kurniawati; Yunika Triana; Zahrotun Hanifah
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2920

Abstract

This study examined the association between informal digital learning of English (IDLE) activities and willingness to communicate in a second language (L2 WTC) in three distinct communicative contexts: in-class, out-of-class, and extramural digital contexts. A quantitative research method with a correlation design was adopted. A total of 318 Indonesian undergraduate EFL students from four different faculties at one state Islamic university in Central Java participated in an online survey upon invitation. Jamovi 2.2.5 was used to perform statistical computations regarding the reliability test of instruments, the generation of descriptive statistics results, Pearson correlation analysis, and linear regression analysis. The results showed that the students were more engaged in receptive IDLE activities (RIA) than in productive IDLE activities (PIA), although the mean values of both RIA and PIA did not exceed 3.00. In contrast, the mean value of L2 WTC exceeded 3.00, suggesting that the students were generally willing to communicate in English. Regarding correlation, both RIA and PIA were positively associated with L2 WTC. RIA significantly predicted students’ L2 WTC, whereas PIA did not. RIA also explained 15% of the total variance in L2 WTC. This implies that, despite their considerable L2 WTC, students should still utilize digital devices to learn English in extramural digital contexts. Leveraging their enjoyment of PIA, particularly interaction-based PIA, is crucial for promoting two-way communication skills, ultimately benefiting L2 WTC.
The Effect of Differential Learning Durations Based on English Proficiency Level on Academic English Achievement Sutarman Sutaraman; Dedi Aprianto
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2300

Abstract

This study aims to examine how English achievement differs across learning durations based on different proficiency levels and to explore students’ experiences regarding the influence of learning duration on their language learning process. Employing a mixed-methods explanatory sequential design, 189 EFL students were categorized into B1, B2, C1, and C2 levels using placement tests. Quantitative data were collected through a learning duration questionnaire and four English proficiency assessments, analyzed using Two Way ANOVA. The results revealed statistically significant differences in learning duration (Sig.0.000<0.05), proficiency level (Sig. 0.000<0.05), and their interaction (Sig. 0.000 < 0.05) on academic English achievement, indicating that achievement outcomes varied according to both learning duration and proficiency levels. Qualitative data from in-depth interviews with 24 students were analyzed thematically. The findings revealed that longer learning durations enhanced language comprehension, self-regulation, and academic focus, especially among advanced-level students. However, some lower-proficiency learners reported cognitive fatigue and declining engagement during extended sessions. These results suggest that optimizing the duration of learning activities according to learners’ proficiency levels is essential to promote effective academic outcomes in English as a Foreign Language (EFL) instruction. The study underscores the value of differentiated time allocation to support both cognitive and emotional aspects of language learning.
English Morphological Awareness and Cultural Mindset in Indonesian College Students’ Descriptive Text Writing: Challenges, Strategies, and Digital Technology Utilization Suadi Suadi; Fitriani; Sulaiman
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2886

Abstract

English morphological awareness, cultural mindset, writing experience, and digital technology utilization significantly influence writing development, yet their interaction effects remain underexplored. Integrated investigation of morphological, cultural, experiential, and technological influences on writing development remains warranted. This study employed qualitative descriptive study. A total of 92 non-EFL Indonesian undergraduate students voluntarily participated in this study. The findings revealed morphological errors in students’ descriptive texts, comprising derivational and inflectional errors. Inflectional errors predominantly involved incorrect present-tense forms, followed by incorrect noun formation, comparative forms, third-person singular verb forms, and adverb formation. Moreover, students demonstrated that cultural mindset can influence vocabulary choice, word formation, expressions, focus of description, and the details students include in their descriptive texts. With regard to writing experience, most participants perceived English writing as challenging due to limited writing practice, inadequate vocabulary mastery, grammatical inaccuracy, and low self-confidence. To address these difficulties, participants identified several effective strategies, including peer feedback, regular writing practice, gradual writing development from simple structures, vocabulary enrichment, extensive reading, grammar improvement, and confidence building. The participants also reported that digital applications, such as Grammarly, grammar checker, DeepL, Google Translate, Duolingo, and ChatGPT, positively supported their writing development. This study concludes that integrated morphological awareness, cultural understanding, learning strategies, and digital technologies strengthen English writing proficiency.

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