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Yunisrina Qismullah Yusuf
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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
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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
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Search results for , issue "Vol 12, No 1 (2025)" : 33 Documents clear
Responses to earlier literature in research article introductions: A rhetorical study in applied linguistics Warsidi, Warsidi; Halim, Abd; Kamal, Alfiandy; Halim, Nur Mutmainna; Adnan, Zifirdaus; Samad, Iskandar Abdul; Irawan, Andi Muhammad
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.v12i1.35160

Abstract

Given that researchers aim to publish in prestigious journals, understanding the rhetorical organization of such publications is crucial. While this topic has been extensively studied, existing research has yet to explore how authors in reputable journals engage with prior literature. To fill this gap, the present study intends to analyze how research article authors respond to other earlier literature in their research article introductions (RAIs) published in reputable international applied linguistics journals. This study aims to achieve two objectives: to find out to what extent responding to other earlier literature is important in RAIs, and to discover what types of response authors employ in their RAIs. To achieve these goals, this study employed combined descriptive qualitative and quantitative approaches for analyzing 40 RAIs published in Q1 journals as data sets in the present study. Then, a new analytical framework was designed to respond to the above objectives. The results indicated that responding to other earlier literature is obligatory in RAIs published in reputable international applied linguistics journals. In responding to other earlier literature, authors employed three types of response: either extending other earlier studies, modifying other earlier studies, or establishing a new method, idea, or knowledge. This study offers theoretical contributions by expanding the understanding of how research article authors engage with prior literature within their RAIs. Its practical implications include guiding researchers on effectively utilizing prior literature to establish their research agenda when publishing in reputable journals.
STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools Shukor, Siti Shuhaida; Chuane, Qiu; Albakri, Intan Safinas Mohd Ariff; Madzlan, Noor Alhusna; Gopal, Revathi
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.v12i1.37666

Abstract

The post-pandemic emphasis on educational experimentation underscores STARTeCHs call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education.
The impact of synchronous virtual flipped classroom on EFL students speaking skill Muluk, Safrul; Habiburrahim, Habiburrahim; Dahliana, Syarifah; Zakaria, Faishal; Azizah, Azizah; Safrul, Muhammad Safwan
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.v12i1.34814

Abstract

Flipped learning within blended learning has attracted interest for its potential benefits. However, implementing a fully blended model with in-person synchronous learning remains challenging. Therefore, this mixed-methods study investigates a modified flipped approach using a virtual synchronous classroom environment, replacing traditional face-to-face interaction with online instruction. Specifically, our study focused on its implementation in the context of a Public Speaking class, aiming to explore students experiences and levels of learning anxiety with the modified flipped instructional method. A number of 43 out of 50 English major students from one of the state Islamic universities in Indonesia, in their fifth semester, completed and submitted the questionnaires. The results of the study indicated that the implementation of a virtual synchronous flipped classroom had a dual effect, positively influencing both the advancement of students speaking abilities and the alleviation of their anxiety in speaking English. The students found the Synchronous Virtual Flipped Classroom (SVFC) engaging and intellectually stimulating, recommending its adoption via platforms like Zoom and WhatsApp. While they recognized the benefits of technology, their views varied contextually, particularly regarding social interaction. Despite the advantages, students expressed dissatisfaction with the lack of social presence and sensory experience compared to traditional classrooms. Technical issues further hampered peer interaction and impacted their learning experience. These findings provide useful information regarding the potential and limitations of virtual synchronous flipped classrooms in enhancing speaking skills and managing anxiety in language learning.
Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Jonathans, Peggy Magdalena; Cahyono, Bambang Yudi; Kweldju, Siusana; Ratri, Devinta Puspita; Astutik, Indri; Syarif, Tengku Intan Suzila Tengku
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.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
Voices from ESL classrooms: Overcoming challenges and enhancing English language teacher education in Malaysia Ag-Ahmad, Norazrina; Mohamed, Ahmad Thamrini Fadzlin Syed; Majilang, Deanna Beryl
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.v12i1.39831

Abstract

As frontline educators, ESL teachers possess invaluable insights into their students needs and a profound understanding of practical pedagogical strategies. Despite their crucial role, limited research has explored their perspectives on involvement in decision-making processes and the challenges they face, particularly when navigating the tension between institutional expectations and students needs. This study addresses this gap by examining the challenges confronted by ESL teachers and identifying areas for potential improvement in English Language Teacher Education (ELTE) within the Malaysian educational context. Through qualitative inquiry, data were gathered from ten expert ESL teachers and five ELTE administrators via semi-structured interviews. Using inductive coding in Atlas.ti and thematic analysis, several critical challenges were identified, including the pressure to deliver academic results while fostering critical thinking, adjusting to rapid technological changes, dealing with attitudes of both teachers and students, managing insufficient facilities, and coping with an exam-oriented syllabus. Additionally, participants expressed feelings of being unheard and overwhelmed by administrative tasks. The findings not only contribute to a deeper understanding of the challenges faced by ESL teachers but also offer insights into enhancing ELTE in terms of pre-service and in-service training, facilities and resources, and incorporating teachers voices into policy-making processes. These insights pave the way for targeted interventions and foster teacher empowerment in decision-making.
Emerging digital factual storytelling in English language learning: Investigating multimodal affordances Gunawan, Wawan; Humaira, Silmy Arizatul; Hardini, Tri Indri; Zifana, Mahardhika
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.v12i1.41596

Abstract

Attention has been given to multimodal texts to investigate their potential meaning affordances that facilitate learning and raise awareness of ideological meanings. However, how learners learn to make meaning by integrating intermodal relations involving language and visual images, especially in the context of learning English as a foreign language (EFL), has not been researched much. This study investigated the emerging process of meaning-making in digital factual storytelling practices in a senior high school in Indonesia. Fifty-six students participated in this study and each produced a digital storytelling video (DST). The DST videos were analyzed using an intersemiotic complementary framework to reveal the occurrences and typical intermodal meaning-making practices, as shown in the student digital storytelling (DST) videos on autobiography. The analysis focused on describing the emerging modes of making experiential meanings of the intermodal verbal-visual relations. It was found that the process of meaning-making was dominantly constructed in an exposition manner involving the verbs within clauses for identifying and describing. The emerging meanings resulting from the multimodal affordances allow storytellers to track with the potential meanings projected by the images. The selection of digital images helps students explore words when telling a story, shifting the conventional genre of autobiography. This study indicates the need to emphasize the purpose of text and to afford multimodal features to support the achievement of communication purposes.
Foreign teachers translanguaging beliefs and practices in English-medium classrooms at a Chinese international school Wu, You; Othman, Juliana
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.v12i1.39830

Abstract

The rise of English-medium instruction (EMI) can disadvantage students when it is limited to monolingual approaches. Translanguaging, which leverages students full linguistic repertoire, has emerged as a promising alternative. While research supports its benefits, the translanguaging practices of foreign teachers in EMI contexts remain under investigation. This case study explores foreign teachers translanguaging beliefs and practices in an international school across diverse subjects in mainland China. Focusing on a Pakistani embassy school in Beijing with a multinational student body, the study employs semi-structured interviews and classroom observations with teachers. Findings reveal mixed teacher attitudes towards translanguaging, mirroring existing research. While some embrace its potential, others demonstrate resistance, possibly due to dominant monolingual ideologies or the complex linguistic landscape. Uniquely, teachers prioritised spatial arrangements and communication strategies over students first languages (L1s) to support struggling learners. Observations and interviews suggest foreign teachers used L1s less frequently than bilingual teachers in prior studies. However, they fostered student-led translanguaging through group discussions and peer support, promoting comprehension and expression. Additionally, teachers employed various linguistic modalities during instruction yet faced inclusivity challenges due to the diverse student body. This study contributes to the under-researched area of translanguaging in EMI classrooms with foreign teachers. It highlights the varied perspectives on translanguaging and the importance of student-driven practices in such settings.
Thai EFL university students views on the effectiveness of Duolingo for enhancing listening and speaking skills Lo, Yueh Yea; Shah, Shanina Sharatol Ahmad; Hasim, Zuwati; Senom, Fatiha; Saad, Mohd Rashid Mohd; Thienpermpool, Pateera
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.v12i1.40517

Abstract

The current study aims to assess 150 Thai English as a Foreign Language (EFL) first-year university students perspectives on the efficacies of Duolingo, a popular mobile language application in improving English listening and speaking skills. Given the growing importance of mobile-assisted language learning (MALL) in enhancing language proficiency, this study investigates Duolingos potential to address the common challenges faced by EFL learners in developing these essential skills. The data were collected using a quantitative method, namely a structured questionnaire, to record participants attitudes towards Duolingo and corresponding experiences. Simultaneously, Gibson and Browns (2009) thematic technique was employed to analyse the open-ended responses. The results show that a high Duolingo usage level was discovered at 32.0% daily usage and 42.0% several times weekly, which underscored Duolingo integration into linguistic learning journeys. The participants also pinpointed crucial benefits, such as affordability, structured learning, convenience, diverse content, interactivity, audio exercises, and adaptive technologies. Nevertheless, 26.0% of the students described several limitations, including audio quality discrepancies, insufficient real-life conversational practices, and limited topic coverage. Furthermore, a significant gender distribution was demonstrated, with 70.7% females and 29.3% males. The findings posit that female students tended to or possessed higher accessibility to language learning technologies, including Duolingo. The findings reflect broader societal factors impacting educational preferences and opportunities. The study outcomes also contributed to educators and developers to improve digital tools for diverse language learning requirements.
An online communicative translation assessment model in an Indonesian EFL translation class: Students perceptions Tandiana, Soni Tantan; Abdullah, Fuad; Anwar, Dede; Maspupah, Emmas
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.v12i1.35265

Abstract

Translation studies have grown enormously in recent decades and have expanded to include the pedagogical lens as a breakthrough. However, little is known about how the students perceive the online communicative translation assessment model (OCTAM). The present study explores how the students perceive the implementation of the online communicative translation assessment model in classrooms. The investigative locus of this study was a class on Translating and Interpreting (TI) at a state university in Tasikmalaya, West Java, Indonesia. Thirteen students from a TI class participated in this study. The data were obtained from semi-structured interviews and analysed using a thematic analysis. The findings revealed that OCTAM provided students with an effective translation assessment model, coped with their limited English vocabulary, guided them to focus on knowledge of form, function, and meaning of both source and target texts, offered them a more contextual translation test, raised their awareness of translating as a meaning-making practice, facilitated them to correct grammatical errors, created a less anxious test atmosphere, and generated their multimodal communicative competence. Pedagogically, this study bridges translation and foreign language education, mainly by examining how an online communicative translation assessment model functions as a cutting-edge translation model to assess students translation competence.
How do they interact? Exploring issues of interaction forms in an online writing classroom Maharani, Anak Agung Putri; Santosa, Made Hery
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.v12i1.38995

Abstract

As the 21st century progresses, there is a growing emphasis on equipping students with essential skills, including writing, which is considered crucial to master. Online writing has become particularly significant in fostering this skill, as advanced technology enhances classroom activities and creates new opportunities for interaction between lecturers and students. This study aimed to assess the levels of six types of interaction, identify the forms of interaction students value most, determine the forms most frequently conducted by lecturers, and explore the benefits of these interactions in an online writing course. This study utilized a sequential explanatory design involving 122 respondents. Data were collected using two research instruments: a questionnaire and interviews. The findings revealed that respondents demonstrated two preferences for a high level of interaction, both of which showed a notable increase in the six forms of interaction. Among these, four types of interaction were perceived by students as playing a critical role in their online writing activities. However, only three forms of interaction were identified as being frequently implemented by the lecturer, reflecting an emphasis on student-centred learning. Each type of interaction was acknowledged as contributing distinct benefits to the students. This study underlines the importance of adopting diverse and student-centred interactions in online writing courses to enhance student engagement and learning outcomes.

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