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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
The impact of traditional and holistic flipped classrooms on undergraduate students academic writing and autonomy Behforouz, Behnam; Al Ghaithi, Ali
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.v12i1.39458

Abstract

This study investigated the effects of two approaches in flipped classrooms, including the traditional model, in which the learners were exposed to blended learning in-class and online, and the holistic model, in which the learners participation was fully online through the specified platforms, on academic writing skills and autonomy. To this end, 60 Omani undergraduates with intermediate English proficiency levels were randomly selected as the sample of the study. They were divided equally into one control group and two experimental groups. Researchers designed pretests and posttests in multiple-choice format, which were used to collect data on writing skills. All the tests were validated, and their reliabilities were measured. A questionnaire from Zhang and Li (2004) was adapted to measure the degree of autonomy among the students during treatment. This questionnaire was piloted before the main study and demonstrated high reliability. The findings of the one-month study revealed that the two experimental groups performed significantly better than the control group, with the blended learning group outperforming the fully online group. These results were consistent for the autonomy questionnaire, confirming that flipping the classes, either fully or partially, helps learners become more independent. The study findings are significant for students, instructors, and institutions.
The importance of English subjects at the primary level: Stakeholders perceptions Husna, Nida; Rachmayani, Anni; Maulidya, Reza Anis; Fahriany, Fahriany
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.v12i1.36642

Abstract

This study investigates how stakeholders perceived the inclusion of English subjects as part of local content in primary schools. A qualitative method employing a descriptive approach was used to conduct the research. Data were collected through interviews and questionnaires. Participants involved in this study included primary school teachers, a vice principal for curriculum affairs, English teachers, and primary school students. The research focused on three primary schoolslocated in Depok, Bogor, and Sukabumito explore stakeholders perspectives. The results reveal a positive consensus among stakeholders regarding the significance of English education in primary schools for enhancing students foundational vocabulary. Nevertheless, stakeholders expressed concerns about the designation of English as a local content subject in these schools. The study highlights the vital roles each stakeholder plays in improving the quality of English teaching and students language skills. Despite challenges in teaching and learning English, educators and students have implemented strategies for improvement, including participation in teacher associations, engaging in English tutoring, watching English media, and listening to English songs. Based on these findings, the study emphasizes the urgency of integrating English subjects into the school curriculum to support students skills. This study, which focuses on private primary schools, calls for future investigations into the implementation of English subjects in public primary schools.
AI-powered language learning: A blessing or a curse for English language education? Liando, Nihta Vera Frelly; Tatipang, Devilito Prasetyo; Rorimpandey, Rinny; Kumayas, Tirza; Saudah, Khalifatun; Iskandar, Ishak
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.v12i1.34842

Abstract

Integrating Artificial Intelligence (AI) into English language learning has garnered substantial attention and raised pertinent questions about its implications for the future of language education. This qualitative study with a systematic review design probes into the complex relationship between AI and English learning, whether AI in English language learning constitutes a potential detriment to the educational process, and whether AI is a disaster or a boon for English learning. A total of 15 peer-reviewed articles published between 2019 to 2023 (indexed in Scopus, WoS, and Sinta) were analyzed through four steps (data extraction, quality assessment, data synthesis, and result interpretation) to ensure comprehensive coverage. The findings from this study revealed not only multifaceted insights into the relationship between AI and English language learning, such as personalized learning, increased interactivity, and accessibility, but also its challenges, including privacy-related concerns, loss of human interactions, and reliability issues. This present study contributes to a comprehensive understanding of the role of AI in English language learning, offering educators, researchers, and policy-makers valuable insights into the benefits and potential pitfalls of integrating AI technologies in language education. Moreover, this present study provides a details exploration of the AI-English learning paradigm, emphasizing the need for a holistic perspective that leverages AIs strengths while safeguarding the integrity and vitality of the English language learning experience. Furthermore, this study offers recommendations for future research endeavors, emphasizing the need for ongoing evaluation and refinement of AI-based English learning strategies.

Page 4 of 4 | Total Record : 33

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