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 2 (2025)" : 33 Documents clear
Shifting paradigms in translanguaging: A scientometric analysis of research trends and trajectories Yaqin, Lalu Nurul; Mclellan, James; Noorashid, Najib
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.40243

Abstract

Over the past decade, numerous papers have documented translanguaging studies, significantly contributing to the shifting paradigm in this research area. However, comprehensive bibliometric analysis on the landscape of translanguaging research to uncover the prominent areas and potential future directions is rare. Therefore, this bibliographic study analyzed articles from the Scopus database published from 2014 to 2023 using translanguaging as the keyword. The identified retrieval data (2,213 entries) was used to analyze the publication authors, affiliations, source journals, countries, times cited, citation networks, and keyword co-occurrences to uncover the intellectual structure and dynamic progress of translanguaging studies. The data was analyzed and visualized using the Bibliometrix R package and VOSviewer. The results revealed that there has been a steady and continuous growth in the number of publications on translanguaging over the past decade. The USA and the UK are leading countries in translanguaging publications and citations. The shifting themes of translanguaging from 2014 to 2020 focus on language-integrated learning and teacher education. However, from 2021 to 2023, research has risen on various educational and sociolinguistic subjects, including multilingual education, ESL, literacy, equity, classroom interaction, language teaching, home language pedagogy, decoloniality, mobility, and social justice. Further research is needed to explore the influence of technology on translanguaging practices and the capacity of artificial intelligence to improve multilingual communication.
Using photovoice to explore the stress of pre-service teachers in online learning Nurhadi, Kardi; Humairoh, Mega Fariziah Nur; Novianti, Hartia; Khansa, Maharani; Widiati, Utami
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.35129

Abstract

The technique of photovoice can be defined as a process whereby people can identify, represent, and enhance their social rules and social practices using photographs accompanied by verbal commentary. The current study uses photovoice to identify and analyze the academic stress experienced by pre-service teachers in an academic reading classroom. This phenomenological case study aims to unravel the stress experienced by undergraduate students while they were engaged in mandatory online learning under pandemic conditions through the use of photovoice. Out of thirty-one students who participated in an online academic reading course, two female students were selected to discuss the photographs they had chosen, reflecting on their lived experiences of mandatory online learning at a private university in West Java, Indonesia. The collection of all the participants data took place from March to June 2020. The data were derived from their photovoice records supplemented by focus group discussion and a follow-up semi-structured interview. The visual illustrations and verbal commentary they produced constitute evidence of pre-service teachers academic stress and provide insights into this phenomenon. The two participants revealed that the possible reasons for academic stress stemmed from the task burden, lack of connection, feelings of loneliness, and exhaustion related to online learning. These results suggest that teacher education programs need to minimize the burden of tasks, give students opportunities to speak about their experiences with online learning and design interactive materials for online learning.
Patterns of language errors in the writing of Bosnian EFL students: A case study Rizvi-Eminovi, Edina; Burekovi, Melisa; Dervi, Mersad
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.40374

Abstract

Linguistic errors remain a persistent challenge for B2-level EFL learners, with research showing that grammatical misapplication accounts for nearly half of the language inaccuracies. This study investigates 942 errors in argumentative essays written by Bosnian EFL learners, focusing on grammatical, lexical, and typographical challenges that impact their English writing proficiency. The data, consisting of 90 essays with a total word count of 45,786, were collected and analyzed following a structured procedure: collection, identification, description, and evaluation of learners errors. A descriptive-qualitative error analysis approach was employed to classify errors and examine their underlying causes systematically. To ensure reliability and consistency in the analysis, three instructors independently reviewed the essays. Inter-rater reliability was achieved through collaborative discussions, where any discrepancies in error classification were resolved through consensus. Errors were categorized into grammatical (50.2%), word-choice (29.3%), and typographical (20.5%) types and further analyzed to determine their origins as intralingual or interlingual. A deeper investigation revealed that 58% of errors were intralingual, resulting from overgeneralization and rule misapplication, while the remaining 42% were interlingual, influenced by Bosnian language interference. These findings highlight the need for focused interventions, particularly in grammar and vocabulary instruction. By uncovering error patterns and their causes, the study contributes to refining pedagogical strategies that support EFL learners writing proficiency.
What is missing in metacognitive instruction: A closer look at Indonesian English Education Research Asrobi, Maman; Suryati, Nunung; Ivone, Francisca Maria; El Khoiri, Niamika
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41340

Abstract

This systematic review examined the application of metacognitive strategies in English language education in Indonesia, focusing on studies published over the past decade (2014-2024). Following Booth et al.s (2021) model, the review analyzed 50 articles selected from 36 SINTA-accredited journals at levels 1 through 4, each centered on English language teaching or language education. The analysis identified key trends in research design, participant demographics, language skills, data collection methods, and analytical techniques used within the field. Findings revealed a predominant focus on undergraduate learners, while junior high, senior high, and postgraduate students were studied far less frequently. Reading skills emerged as the most extensively explored area, whereas speaking, writing, vocabulary, and translation received comparatively limited attention. Additionally, the review highlighted a strong reliance on quantitative methodologies, particularly questionnaires and tests, with fewer qualitative approaches, including interviews and classroom observations, being utilized. Based on these findings, the review supports a broader range of methodological approaches and expanded research on underrepresented learner groups and language skills to capture a more holistic view of metacognitive strategy applications. Moreover, it emphasizes the potential benefits of longitudinal and qualitative studies in understanding the long-term impacts of metacognitive strategies. These findings provide valuable direction for educators and policymakers, suggesting improvements in research diversity and integrating emerging technologies to strengthen learners metacognitive development and support English language education in Indonesia.
Ecolinguistics analysis of environmental content in English and German language textbooks Sahayu, Wening; Triyono, Sulis; Fath, Sahnaz Natasya
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41652

Abstract

Extensive research has been conducted on environmental integration within textbooks linguistically, visually, or statistically. However, comparative analysis involving examining multiple language textbooks has been relatively underutilized in the existing body of research. This study seeks to address this gap by employing a comparative approach to evaluate environmental discourse in two foreign language textbooks, Bahasa Inggris (English) and Kontakte Deutsch 3 (German). Using Eco-Critical Discourse Analysis (ECDA), this research uncovered the ecological integration and ideological underpinnings present in each textbook. The analysis indicates that Bahasa Inggris contains 87% eco-beneficial discourse, with 8% eco-ambivalent and 6% eco-destructive content, suggesting a solid emphasis on positive environmental messaging. In contrast, Kontakte Deutsch 3 exhibits 95% eco-beneficial discourse, no eco-ambivalent content, and only 5% eco-destructive discourse, reflecting a clearer commitment to positive ecological messaging. Further, Kontakte Deutsch 3 emphasizes ecological sensitivity (97%) more than Bahasa Inggris (73%). However, Bahasa Inggris offers more content on ecological knowledge (15%) and skills (13%) compared to Kontakte Deutsch 3 (1.5% each). Both types minimally address ecological distribution, Bahasa Inggris, including original representation (0.6%), and Kontakte Deutsch 3 neglect it. Overall, Kontakte Deutsch 3 presents a more pronounced focus on positive environmental content and emotional awareness, while Bahasa Inggris provides broader ecological knowledge and practical skills.
Lexical bundles in accepted and rejected Scopus-indexed hard science research article introductions Kurniawan, Eri; Permatasari, Cicih
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.38505

Abstract

Lexical bundles are essential components of academic discourse, contributing to linguistic fluency in written and spoken communication. Their role is particularly crucial in publishing research articles in high-impact international journals. While previous studies have explored lexical bundle usage across various sections of research articles, little research has compared their use in accepted versus rejected introductions. This study aims to address this gap by examining the similarities and differences in lexical bundle usage within the introductions of accepted and rejected hard science research articles written by Indonesian scholars. This study employs a mixed-methods comparative research design. It analyzes 30 research article introductions from a hard science Scopus-indexed journal based on Bibers structural (noun/prepositional phrase-based) and Hylands functional (research-oriented, text-oriented, participant-oriented) frameworks. The findings indicate that accepted introductions contain a higher frequency of four-word lexical bundles. Structurally, both datasets are dominated by noun/prepositional phrase bundles and research-oriented bundles, but accepted introductions feature more structurally complete units. Functionally, research-oriented bundles are the most prevalent in both groups, emphasizing research processes and results in hard science writing. However, distinct differences in structural and functional subcategories suggest that proficiency in formulaic expressions may influence manuscript acceptance. This study contributes to understanding lexical bundle use in academic writing and provides practical implications for writing pedagogy, particularly for non-native scholars seeking publication in international journals.
Authentic assessment in higher education to increase critical thinking and develop metacognitive awareness Oroh, Elisabeth Suzka; Ali, Muhammad Ilham; Pelenkahu, Noldy; Usman, Herlina; Rorintulus, Olga Anneke
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.45077

Abstract

This study highlights the effectiveness of authentic assessment in evaluating higher-order cognitive competencies, including problem-solving, reasoning, analytical thinking, creativity, and the development of metacognitive awareness. Through authentic assessment, students can apply their knowledge and skills in real-world contexts by constructing responses based on critical analysis, identifying cause-and-effect relationships with supporting evidence, and solving problems through logical reasoning. The research employed a descriptive qualitative analysis method, utilizing tests, surveys, and document analysis as instruments. The study involved 40 fifth-semester Indonesian students majoring in English and enrolled in an Advanced Writing course. Authentic assessment was implemented in the context of expository writing, specifically problem-solution essays, with a focus on (1) formulating relevant and critical issues and arguments, (2) establishing clear and logical connections between ideas, and (3) presenting multiple solutions supported by sound reasoning. The findings indicate that students average performance in writing expository texts reached a score of 78, classified as high or good. Given its advantages, authentic assessment is strongly recommended in teaching and learning. It offers several benefits, including (a) promoting students creative and critical thinking abilities, (b) enabling them to construct meaningful learning experiences by selecting and organizing relevant responses through situational analysis, and (c) integrating instructional, learning, and assessment activities. Furthermore, authentic assessment significantly enhances students academic writing proficiency and productivity, equipping them with essential skills for handling more complex tasks in real-world contexts.
Integrating technology into English language teaching at Indonesian high schools: Teachers reflections Anwar, Choiril; Hartono, Hartono; Yavuz, Fatih
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41868

Abstract

English Language Teaching (ELT) is something that has changed dramatically in recent times due to technology. Even though it could potentially reshape ELT, appropriate implementation remains a challengefor most teachers who are often uncertain as to how to use technology to improve learning. This article looks into the experiences and reflections of Indonesian high school English teachersintegrating technology into their ELT pedagogical practices, from making lesson plans, having classroom activities, to setting up the assessment. Quantitative and qualitativedata were collected and analyzed through a mixed-methods approach. It involved an online survey distributed to 20 diverse Indonesian high school English teachers as well as semi-structured interviews conducted with 10 teachers. The results indicated that there is an increasing use of technology for ELT purposes, particularly to facilitate language reception,language production, and interaction. Theresults also found some challenges and limitations, including technical issues, training and support, and access equity. These insights can help guidethe future development of Indonesian high school ELT practices, inform investment in technology infrastructure, and support targeted professional development initiatives focused on technology integration. The findings are discussed in the context of existing research on ELT and technology integration, with particular emphasis on their significance for high school English teachers in Indonesia. The results provide implications for ELT policymakers, practitioners, and researchers in Indonesia and evidence the importance of context-sensitive solutions to provide meaningful integration of technology in the variability of Indonesian high school settings.
Teacher talk: An empowering resource for EMI teachers across disciplines Kanoksilapatham, Budsaba
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41071

Abstract

The increasing demand for English-Medium Instruction (EMI) in universities faces significant challenges, particularly with instructors limited English proficiency impacting speech intelligibility. This study has the goal of exploring the role of teacher talk as a resource to empower 49 Thai EMI university instructors across seven disciplines. Instruments employed included teacher talk as core training materials for the Thai EMI teachers, a pretest and posttest associated with teacher talk for assessing word stress perception and production, a satisfaction survey to evaluate participants feedback on the training, and a focus group discussion to gather qualitative insights on their experiences. The methodology involved a documentary investigation identifying 20 essential teacher talk functions, from which 80 key multisyllabic words were extracted. These words formed the basis for pretest and posttest assessments administered at the trainings start and end. The training emphasized explicit instruction on accurately producing these key words and sentences related to the 20 functions. Following the training, the participants completed the posttest, a production task involving teacher talk utterances, a satisfaction survey, and a focus group discussion. Results revealed a significant increase in test scores, demonstrating the trainings effectiveness in enhancing the participants word stress knowledge. A team competition-based production task further validated their ability to apply these skills practically. Additionally, a mean perception score of 4.62 and positive feedback from the participants provided strong evidence of the trainings success. The study underscores the value of teacher talk as a training resource, highlighting its potential to empower EMI educators across various disciplines for successful classroom instruction.
Indonesian teachers practices of supporting self-regulated learning in the ESP grammar Inayati, Nina; Asih, Ria
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.37419

Abstract

Despite the rich literature on learners self-regulated learning (SRL), limited studies were conducted on teachers support for learners autonomy in language learning, especially in grammar instruction in teaching English for specific purposes (ESP). Framed using Zimmerman and Campillos (2003) SRL framework, this study explores English teachers support to learners cyclical and triadic phases during grammar courses. Two ESP instructors were purposely chosen as the focus of the study, and rich data were collected through observation, interview, and document analysis. Reflexive thematic analysis (RTA) was employed to analyse the data. The findings suggest that despite autonomy and SRL not being prioritised in the curriculum, the teachers showed extensive support for students SRL through instructional designs and classroom practices. One teacher preferred to focus more on motivation raising with ample environmental support, while the other emphasised observation of learning with rich behavioural support. Both teachers also employed gamified learning via digital platforms to support students' learning beyond the classroom. They also tend to lean more toward the cyclical phases than the triadic phases in their support for SRL. These findings shed some light on the urgently needed understanding of language teachers cognition and practices in supporting learners SRL; thus, relevant pedagogical and research implications were offered.

Page 3 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