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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 2 (2025)" : 33 Documents clear
From anxiety to engagement: Transforming an English for specific purposes classroom through digital storytelling Lin, Shu-wen; Bollen, David Hugh
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.v12i2.40286

Abstract

This mixed-methods study investigated the impact of integrating digital storytelling into an English for Specific Purposes (ESP) course for second-year undergraduate Landscape Architecture students at a Taiwanese university. The intervention aimed to mitigate speaking anxiety among these students and enhance their ESP learning. A modified version of the Foreign Language Speaking Anxiety Scale was used to quantitatively measure changes in students anxiety levels before and after the intervention. Qualitative data were collected through open-ended survey questions to explore students perceptions and experiences with digital storytelling. The quantitative results revealed a statistically significant decrease in students self-reported speaking anxiety levels after the intervention, particularly in relation to unprepared group interactions and conveying important information orally. Qualitative findings illuminated the mechanisms behind this reduction, emphasizing the positive impact of the iterative and collaborative nature of digital storytelling on language development, self-expression, and peer learning. Students reported increased engagement, enjoyment, and confidence in their speaking abilities. The study also identified challenges related to technical skills, language proficiency, and content integration, offering recommendations for addressing these issues in future implementations and research. This paper underscores the potential of digital storytelling as an effective pedagogical strategy in ESP courses, providing valuable insights into its educational benefits and practical challenges.
Research trends in artificial intelligence in English language teaching (ELT): A bibliometric analysis Hidayat, Didin Nuruddin; Ramadhan, Syahrul; Mahlil, Mahlil; Mason, Jon; Hartono, Rodi; Muslimin, Afif Ikhwanul
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.v12i2.39339

Abstract

The integration of artificial intelligence (AI) into education has gained significant attention over the past few years, driven by the potential of AI to revolutionize teaching and learning processes. Despite the growing body of research on the application of AI in education, there remains a significant gap in understanding its trends and specific details within English Language Teaching (ELT). This study employed a bibliometric analysis to present a snapshot of contemporary research trends in AI applications in ELT. The study systematically analyzed 1,994 documents from 522 sources and 3,316 authors from the Scopus database between 2019 and 2024. The inclusion criteria and carefully crafted search syntax ensure that only the most relevant publications are included in the analyses. The results identify the most productive authors, sources, affiliations, and countries. Additional bibliographic coupling analysis reveals seven main clusters, ranging from AI applications in contextual language learning to big data analysis in ELT. Co-occurrence network analysis further underscores the interconnectedness of various research topics, such as machine learning, natural language processing, and autonomous learning systems. The growing body of research indicates that AI technologies are increasingly being integrated into educational practices, offering more personalized, efficient, and engaging learning experiences. This study provides a detailed overview of the current landscape of AI research in ELT. By understanding these dynamics, educators, researchers, and policymakers can better leverage AI technologies to enhance educational outcomes and address the evolving needs of learners in a rapidly changing digital world.
Building teacher agency through collaborative lesson planning: Student teachers evaluative perspectives Nagamine, Toshinobu
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.v12i2.42271

Abstract

This qualitative study explores collaborative lesson planning (CLP) in an English as a Foreign Language (EFL) teacher education program in Japan, with a focus on student teachers peer assessments. Amid ongoing education reforms that emphasize teacher collaboration and curriculum management, CLP serves as a platform for developing lesson design, curriculum alignment, and teamwork skills. This study investigates two key questions: (a) What aspects of peers work in CLP do student teachers evaluate? and (b) What justifications do they provide for their evaluations? Nineteen student teachers participated in a 10-week CLP task, designing a 50-minute English lesson and providing written peer assessments. Content analysis, integrating text mining techniques and constant comparison analysis, revealed that participants evaluated their peers from multiple perspectives. Patterns emerged regarding differences in evaluation tendencies based on sex and English language proficiency. Male participants tended to prefer formal verbal interactions, while female participants were more inclined to prioritize group cohesion and harmony. Participants with high English language proficiency emphasized logical reasoning and critical thinking, often assuming leadership roles, yet sometimes faced challenges in collaborative engagement. These findings underscore the importance of balanced group composition in supporting different collaboration styles and maximizing CLP effectiveness. This study highlights the value of rubric-free peer assessments in capturing diverse perspectives and nuanced evaluations, granting student teachers greater autonomy in defining effective collaboration. The results have broad implications for teacher education worldwide, advocating for structured CLP practices that cultivate both pedagogical and interpersonal skills essential for future agentic teachers.

Page 4 of 4 | Total Record : 33

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