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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 214 Documents
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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.

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