cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yunisrina Qismullah Yusuf
Contact Email
yunisrina.q.yusuf@usk.ac.id
Phone
+6282272620820
Journal Mail Official
sielejournal@usk.ac.id
Editorial Address
Department of English Education, Faculty of Teacher Training and Education Universitas Syiah Kuala Jalan Tgk. Hasan Krueng Kale No. 3, Kopelma Darussalam Banda Aceh, 23111, Indonesia
Location
Kab. aceh besar,
Aceh
INDONESIA
Studies in English Language and Education
Published by Universitas Syiah Kuala
ISSN : 23552794     EISSN : 24610275     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Studies in English Language and Education (SiELE) is a peer-reviewed academic journal published by the Department of English Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The journal presents research and development in the field of teaching and learning of English language, general linguistics and literature. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be rejected. Please submit your article through the online submission of this journal. You may address further inquiries to the Editor at sielejournal@usk.ac.id. From 2014-2020, SiELE Journal published twice a year, in March and September. From 2021 onwards, it publishes three times a year in January, May, and September. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 33 Documents
 1   2   3   4 
Search results for , issue "Vol 12, No 1 (2025)" : 33 Documents clear
Challenges in English-medium instruction classes among engineering major students at Bangladeshi private universities Islam, Md. Tarikul; Hasan, Md. Kamrul; Akhand, Mohd. Moniruzzaman
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38407

Abstract

Tertiary students in Bangladesh predominantly come from Bengali Medium Instruction (BMI) backgrounds and transition to English Medium Instruction (EMI) when pursuing higher education at private universities. This shift represents a critical transition phase from Bengali to English instruction. This study aimed to explore the challenges faced by Engineering major students during this transition at private universities in Bangladesh. Adopting a mixed-methods approach with a convergent parallel design, the study placed equal emphasis on quantitative and qualitative data. Quantitative data were collected through a survey of 301 respondents, while qualitative data were gathered via focus group interviews with 10 respondents using a random sampling technique. Descriptive analysis of the survey data was conducted using SPSS, and the interview data were analysed thematically. The survey results revealed that students faced significant challenges in EMI classrooms, including difficulties in understanding lectures, preparing assignments, conveying knowledge in exam scripts, and delivering presentations. The interviews provided deeper insights into these challenges. This study serves as an eye-opener, emphasizing the need for solutions to address the difficulties encountered by first-year engineering students during this transitional phase. It also recommends further research to examine the effectiveness of structured bridging programs in mitigating the linguistic gaps and challenges identified in this study.
How do senior English teachers experience Global Englishes in language teaching? Narratives from within Rifiyani, Andri Jamaul; Namaziandost, Ehsan; Ubaidillah, M. Faruq; Langgeng, Budianto
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38114

Abstract

Extensive research on Global Englishes (GE) experiences has been investigated in response to the calls for using English as a global language and multicultural communication tool. However, previous studies were entirely concerned with higher education and language course teachers. Thus, to fill this lacuna, this current research dispensed the experiences of five senior English teachers dealing with GE in Islamic boarding school settings in Indonesia using a narrative inquiry. The five participants in this study were selected purposefully based on their teaching experience of more than 20 years. The data were gathered using individual in-depth interviews and analysed following Braun and Clarkes thematic analysis procedure. Results revealed that most participating teachers were unaware of the GE variations. Their inadequate knowledge of GE was seen in how they perceived issues of native-speaker ideology, the use of L1, the inclusion of Western culture, and the use of English textbooks in their classes. The studys findings suggest that raising GE awareness of English teachers is essential since the paradigm shift of English as a global language has received considerable and critical attention in academia. In addition, the findings demand GE awareness to be included in the secondary school English curriculum. Finally, the use of narrative inquiry in this study is also promising in revealing teachers lived experiences personally and professionally.
Leveraging students prewriting: Translanguaging in Indonesian higher education context Retnowaty, Retnowaty
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.36552

Abstract

Advertisement sells fantasy more than it sells products. Through its slogan, an EFL students in Indonesia often encounter difficulties developing ideas because of their limited English proficiency, which can hinder their writing development. This study examined how translanguaging enhanced idea generation among EFL students in Indonesian higher education during the prewriting stage by utilizing their diverse linguistic repertoires to improve communication. Through classroom ethnography and the Multimodal Conversation Analysis framework, the research explored how students employed their linguistic and multimodal resources to develop ideas, facilitate communication and collaboration, and support creative expression and problem-solving. Data were collected through video recordings of student interactions and written artifacts produced during the prewriting session. The findings revealed that EFL students effectively coordinated verbal and nonverbal modes to co-construct meaning, creatively convey concepts, and enrich idea expression during prewriting activities. The study also uncovered that translanguaging occurred when students creatively co-construct information, reflect their identities, produce meaning flexibly, impact each other's language usage, and communicate multimodally. This study highlighted the importance of recognizing and valuing students' linguistic and cultural backgrounds and their multimodal competencies in developing inclusive and equitable learning environments that foster academic writing success. By embracing students' holistic communicative repertoires, translanguaging and multimodal practices can create a conducive atmosphere for engaging and memorable multilingual learning experiences.
Investigating students needs for TPACK elements in listening materials for an English for economics and business e-book Zaim, M; Serly, Vanica; Al Hafizh, Muhd.; Rosita, Nur; Wahyuni, Delvi; Marlina, Leni; Zakiyah, Muflihatuz
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38423

Abstract

Developing an English e-book for Economics and Business with sufficient and proper content, pedagogical approaches, and integrated technology is required. This research analyzed Economics and Business faculty students need for TPACK elements of listening materials in an e-book for learning English for Economics and Business. Listening material is highlighted because it is the most challenging skill to acquire among many non-English major students. This needs analysis can provide more focused and practical listening materials in English for Economics and Business, facilitating students acquisition of the necessary abilities to improve their listening skills and for their future careers. Accordingly, descriptive research was conducted, and the questionnaire was used to collect data related to the students needs, which were analyzed from five aspects: target situations, discourse, deficiency, present situations, and TPACK elements (technology, pedagogy, content, technological pedagogy, technological content, pedagogical content, and technological pedagogical content). From an ESP perspective, the data were analyzed descriptively. The study reveals that students require technology such as audio, short clips, and songs with engaging and meaningful listening materials, namely, business ethics, job interviews, business meetings, negotiations, and discussions. This study provides insights for English for Economics and Business e-book authors to design and develop e-books based on students need for TPACK elements for listening materials.
The impact of diversified intelligences on intermediate EFL learners L2 writing skills Abdulaal, Mohammad Awad Al-Dawoody; Hal, Amal Zakaria Mahmoud; AlAhmadi, Nesreen Saud; Eldin, Ahmad Abdel Tawwab Sharaf; Mohammed, Ahmed Ismail Qutb; Abuslema, Naglaa Fathy Mohammad Atia
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38120

Abstract

The goal of this study was to determine how diversified intelligence (DI) can predict various aspects of L2 writing. To achieve this, 120 intermediate English as a Foreign Language students were selected using the Oxford Quick Placement Test (OQPT). The learners were given Abdulaal, Alenazi et al.s (2022) DI questionnaire. The participants were asked to prepare an argumentative essay in sixty minutes on a given subject. Each writing componenttenor, organization, coherence, vocabulary, grammar, spelling, and pronunciationwas considered when assigning a score to the students writings. The inter-rater reliability, as determined by Pearsons correlation, was 0.87. The data were analyzed using multivariate regression in AMOS (Version 22) to answer the following basic research question: Which types of DIs contributed to various characteristics of L2 writing? The findings demonstrate how diversified intelligence impacted different aspects of learners writing. It was discovered that intrapersonal, musical, and naturalistic intelligence significantly impacted the grammar of EFL students writings; kinesthetic, existential, logical, and naturalistic intelligence had an impact on the punctuation components of L2 writings; verbal, kinesthetic, and naturalist intelligence had influences on students writing organization; visual, interpersonal, logical, and existential intelligence played a significant role in the students cohesion; and finally, logical, and existential intelligence significantly impacted the relevance and sufficiency of the thematic tenor.
Investigating Indonesian university students attitudes toward ELF-informed materials in business English contexts Santoso, Wulandari; Hamied, Fuad Abdul; Muslim, Ahmad Bukhori
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38286

Abstract

Despite the growing research demonstrating the changing role of English as a lingua franca (ELF) in todays globalized world, few studies in Indonesia have examined how learners perceive English language teaching (ELT) materials in relation to ELF. Using both quantitative and qualitative approaches, this study investigates learners attitudes toward the current ELT business materials in light of ELF at a private university in Jakarta. A total of 382 respondents filled out online questionnaires, and 10 of them participated in semi-structured group interviews. The descriptive statistics analysis of the quantitative data demonstrated that the participants perceived that the materials incorporated Indonesian English and other non-native varieties of English, 88.4% and 55.2%, respectively. Regarding cultural representations, over 90% of the participants believed that the learning materials raised their awareness of cultural differences between native and non-native English speakers. Additionally, over 70% of the participants believed that the business scenarios in the materials included diverse linguacultural groups. Nevertheless, the thematic analysis of the qualitative results showed learners negative attitudes toward such materials due to their favoritism toward standard English norms and their regard for these as authentic instances of English in business contexts. Despite the limited scope of this study, the findings indicate that the exposure to ELF-informed materials needs to be accompanied by the provision of awareness-raising tasks which utilize the noticing strategy to allow learners to pay attention to different language functions, features, and varieties in authentic spoken and written texts produced within ELF business settings.
Student challenges in English Medium Instruction (EMI) courses: Insights from an International Student Mobility Program Simbolon, Nurmala Elmin; Sadiq, Nizamuddin; Curle, Samantha
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.39950

Abstract

This study examines the language-related challenges faced by Indonesian students enrolled in short-term English Medium Instruction (EMI) courses abroad, facilitated by the Indonesian International Student Mobility Awards (IISMA). Using a mixed-methods approach, we analyzed survey responses from fifty-four students and conducted three focus group interviews to gain a comprehensive understanding of their experiences. The research instrument, based on Evans and Morrison (2011) and modified by Kamasak et al. (2021), was employed to quantify these challenges. Our analysis revealed significant challenges in writing and speaking. These difficulties were prevalent regardless of the students backgrounds, suggesting that current preparatory measures may be insufficient. Specifically, writing emerged as the most formidable challenge, with many students struggling to express their ideas clearly and coherently in English. These findings underscore the critical need for comprehensive preparatory frameworks that go beyond basic linguistic competence. We advocate for the integration of robust academic preparation programs within mobility initiatives to better equip students for the linguistic demands of EMI courses. Such enhancements are essential for improving the overall academic experience and success of students in international educational contexts. The implications of this study extend to policymakers and educators involved in designing and implementing EMI programs, emphasizing the importance of targeted support to address language-related challenges.
Addressing the role of structured extensive listening among low-proficiency Thai learners of English Jantasode, Chonlathorn; Ruangjaroon, Sugunya
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38635

Abstract

Despite growing research on extensive listening (EL), structured approaches tailored for low-proficiency EFL learners struggling with self-directed learning are limited. The study examined 1) the effects of EL on students listening comprehension, 2) the correlation between EL hours and listening comprehension scores, and 3) student perceptions of the EL program. An embedded experimental design was employed in this research. A total of 66 students in the subsidized university in Thailand were selected using a purposive sampling technique. They were assigned to two groups33 students in the EL treatment group and the other 33 in the comparison group, which received classroom listening activities in the form of textbook-based listening exercises. The research instruments include a placement test, pre- and post-listening comprehension test, a listening log, and a focus-group interview. To analyze the data, t-tests were used to compare the groups and assess pre- and post-test improvements within the experimental group. Cohens d was calculated to determine the effect size of the improvement. Pearson correlation was used to evaluate the relationship between extensive listening hours and post-test scores, while the focus-group interview transcripts were analyzed using thematic analysis to examine students perceptions. The findings revealed a significant improvement in listening comprehension for the experimental group, with a moderate effect size. A positive correlation (r = .79) was found between listening hours and test scores. Qualitative findings revealed that students experienced greater enjoyment, confidence, motivation, and reduced anxiety compared to traditional classrooms, although some expressed concerns about the complexity of the listening logs. Overall, structured EL proves efficacy in enhancing listening comprehension and engagement for low-proficiency EFL learners.
Exploring English in an EMI nursing program: Native English varieties, ELF, and translingual practices Situmorang, Komilie; Pramusita, Santa Maya
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35359

Abstract

English Medium Instruction (EMI) has been implemented globally as a strategy for the internationalization of Higher Education Institutions to promote global competence and mobility. However, the concept of English within the EMI context has been scrutinized, as studies reveal that the definition of English in EMI is often contextual. This shift has brought English as a Lingua Franca (ELF) into focus. Given the limited research in Indonesia exploring EMI through the perspectives of ELF and translingual practices, this study examines these concepts within the context of the nursing EMI program. The study draws on a rich dataset, using in-depth interviews with international nursing students to analyze the conceptualization of English, ELF, and translingual practices. Findings reveal a disparity between students preconceived notions and actual practices. Students commonly perceive English in EMI as a native variety shaped by exposure to popular culture such as movies, songs, and social media. However, ELF practices emerge as essential strategies for achieving effective communication, emphasizing adaptability and mutual understanding. Translingual practices manifest in the form of gado-gado Englisha blend of languageswhich is seen as a creative and dynamic linguistic choice but also criticized as being less proficient or standardized. This study highlights the complexities of EMI implementation and advocates for a dynamic and flexible approach to navigating multilingual classroom contexts.
Motivation and attitudes towards English language learning in post-revolution Tunisia: A study across educational levels Salah, Rania; Parapatics, Andrea
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.40429

Abstract

The present study explores two primary social psychological factorsmotivation and attitudestowards learning the English language across various educational levels following the 2011 revolution in Tunisia. Utilizing a mixed-method research approach, this study combined quantitative and qualitative data collection methods to gain comprehensive insights. An arbitrary sample of 170 students, from primary to secondary education and university levels, was surveyed using the Attitude/Motivation Test Battery. Additionally, semi-structured interviews were conducted with 9 students and 3 directors from three educational institutions. The study encompassed six key domains: (1) attitudes regarding English language learning, (2) motivation, (3) integrative motivation, (4) instrumental motivation, (5) parental involvement, and (6) attitudes towards language policies. The results indicate that students exhibited positive attitudes and high motivation toward learning English. Furthermore, the data revealed a positive orientation toward learning the English language in terms of integrative and instrumental motivation. Notably, instrumental motives were identified as the primary basis for students motivation to learn English, slightly surpassing their integrative motivation. Moreover, a significant and positive correlation between attitude and motivation was observed. Conversely, the findings unveiled that all interviewees perceived educational policies as detrimental to English language learning. Their collective feedback underscored persistent challenges associated with English language education in school environments and society. Ultimately, all participants, either directly or indirectly, advocated for a heightened emphasis on the importance of English and called for a revision of language policies.

Page 1 of 4 | Total Record : 33

 1   2   3   4 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 12, No 3 (2025) Vol 12, No 2 (2025) Vol 12, No 1 (2025) Vol 11, No 3 (2024) Vol 11, No 2 (2024) Vol 11, No 1 (2024) Vol 10, No 3 (2023) Vol 10, No 2 (2023) Vol 10, No 1 (2023) Vol 9, No 3 (2022) Vol 9, No 2 (2022) Vol 9, No 1 (2022) Vol 8, No 3 (2021) Vol 8, No 2 (2021) Vol 8, No 1 (2021) Vol 7, No 2 (2020) Vol 7, No 1 (2020) Vol 6, No 2 (2019) Vol 6, No 1 (2019) Vol 5, No 2 (2018) Vol 5, No 1 (2018) Vol 4, No 2 (2017) Vol 4, No 1 (2017) Vol 3, No 2 (2016) Vol 3, No 1 (2016) Vol 2, No 2 (2015) Vol 2, No 1 (2015) Vol 1, No 2 (2014) Vol 1, No 1 (2014) More Issue