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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 954 Documents
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A PLS-SEM Analysis: How Supervisory Problem Affects EFL Undergraduate Thesis Writing Apprehension Prihandoko, Lastika Ary; Nurkamto, Joko; Primasita, Fitria Akhmerti; Putro, Nur Hidayanto Pancoro Setyo; Purwati, Oikurema
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

The supervisory practices, particularly in undergraduate thesis writing, have not received sufficient attention, specifically regarding the impact on EFL students' writing apprehension and the potential gender differences in these dynamics. To fulfil this gap, this study examines the path coefficients among supervisory problem dimensions (research interests, different expectations, limited support, personal relationships, personal conflicts), writing self-efficacy, academic writing competence, toward writing apprehension focusing on the potential gender differences among EFL students. A PLS-SEM analysis was performed on a total of 219 EFL students undertaking their undergraduate thesis writing. The study revealed supervisory problem through mediated variables of academic writing competence and writing self-efficacy influence writing apprehension ( = 0.214 and = 0.509 respectively; p 0.000 for both). Further, the multi-group analysis uncovered notable gender differences. In contrast with male students in which only few paths were statistically significant, all paths were found to be significant for female students. In particular, the path from supervisory problem to academic writing competence had strongest impact on female students, indicating the heightened sensitivity to supervisory problem in relation to the students writing apprehension. These novel findings shed light on the gender differences impact on the academic writing process and that a more pronounced impacts from supervisory problem on their writing apprehension frequently happens to female students. Accordingly, these findings highlight the importance of recognizing and addressing those differences in instructional strategies in order to promote more encouraging and productive learning environment.
Exploring postgraduates attitudes towards Grammarly as an automated writing evaluation tool in academic writing Alghamdi, Arwa Mohammed; AbuSaaleek, Atef Odeh
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.v12i2.39995

Abstract

Automated writing evaluation (AWE) tools are viral among English as a foreign language (EFL) students in academic writing. Thus, the current study explored EFL postgraduates attitudes toward using Grammarly as an AWE tool in academic writing. Furthermore, the study investigated whether there were significant differences in postgraduates attitudes toward using Grammarly in academic writing based on gender. The study participants were 23 postgraduate students at the English Department of a public university in Saudi Arabia. The study employed a mixed-methods approach to collect data on research design, utilizing both a questionnaire and interview questions. The quantitative data was analyzed using SPSS software, while the qualitative data was analyzed thematically. The findings of the quantitative analysis revealed that the postgraduates had a positive attitude toward using Grammarly in academic writing. The independent t-test resulted in no significant differences among the postgraduates attitudes based on gender. Moreover, based on quantitative and qualitative data analysis, Grammarly provides constructive feedback on students writing as it positively impacts academic writing regarding clarity, accuracy, style, and mechanics. Nonetheless, the results reveal some limitations of using Grammarly, such as incorrect suggestions and an overdependence on AWE tools, which can diminish the writers expression.
An analysis of students voices towards a regional LMS for ELT in Indonesian Islamic schools Amalia, Syahara Dina; Fata, Ika Apriani; Marhaban, Saiful; Huda, Ismul; Saidu, Abdulhakim
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.v12i2.38202

Abstract

The current study examined students perspectives on the use of one of the regional learning management systems (LMS), E-Belajar (hereafter EB), at two Islamic boarding schools in Aceh, Indonesia. Fifty EFL Islamic boarding school students agreed to participate in this study. This study used a mixed method design, combining surveys and interviews. The data from the questionnaire was analysed quantitatively. Meanwhile, thematic analysis was performed on the interview data. The results revealed both good and negative attitudes of EB in ELT. Positive replies indicate that EB improved English comprehension and promoted autonomous learning, assisted students in completing English tasks on time by using the alert feature as a reminder, developed enjoyable and engaging learning activities using videos and online games, and encouraged students confidence in expressing ideas. However, negative voices highlighted the teachers failure to advise students on how to use EB properly, resulting in incorrect task submission. Students also preferred in person learning, and students had trouble communicating effectively. Students further pointed out that EB did not enhance listening skill, reading skill, speaking skill, writing skill, or grammar understanding significantly; only few students believed that EB helped promote English language skills, indicating that further efforts through EB was required. Students were also unable to access certain EB services, such as e-counselling and e-monitoring. Furthermore, dormitories have limited access to the internet. These circumstances became another drawback for students.
Exploring Strategies for Promoting Engagement in EFL Primary Classrooms: Insights from Vietnamese Teachers Bui, Trang Le Diem; Nguyen, Dao Thi Thuy; Ly, Truc Thi Thanh
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

This study explores the strategies used by English as a Foreign Language (EFL) primary school teachers to promote engagement among young learners in the classroom and examines how these strategies manifest across different dimensions of learner engagement. Six EFL teachers from various primary schools in the South of Vietnam participated. Their strategies for promoting engagement were analyzed through multiple data sources including classroom observations (two 3540-minute videos of complete class lessons for each teacher), stimulated recalls, semi-structured interviews, and field notes. The analysis, which combines interview and observational data, reveals a wide range of strategies employed by teachers to enhance different aspects of engagement among young EFL learners, with a predominant focus on the behavioral and emotional dimensions and comparatively less attention to other components. These results provide insights into the practices of teachers in engaging young learners in primary school classrooms and highlight the need for a balanced use of strategies across all dimensions of engagement. The findings suggest that teacher training programs should emphasize the importance of addressing all dimensions of learner engagement, encouraging a more comprehensive approach to fostering young learner engagement in the classroom.
Assessing the efficacy of nationwide virtual professional development in Indonesia Apoko, Tri Wintolo; Waluyo, Budi
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.v12i2.38220

Abstract

This study presents a comprehensive evaluation of a national virtual professional development (VPD) programme in Indonesia, lasting over four months and involving a diverse cohort of teachers. Utilising a sequential explanatory mixed method design within an interpretivist paradigm, it aimed to assess the programmes effectiveness in enhancing in-service EFL teachers pedagogical skills. The participants of this study were 76 in-service EFL teachers attending the Teacher Profession Education Programme (TPEP) over four months at a reputable private university in Jakarta, Indonesia. The study combined quantitative analyses of surveys and test scoresusing descriptive statistics to examine perceptions of the programmes usefulness, content, design, and learning outcomes, and bivariate correlation to assess the relationships with test scoreswith qualitative insights from the written interviews, which were analysed through deductive thematic analysis. Quantitative findings showed a high perceived efficacy of the TPEP (M = 3.96, SD = .55), with high ratings for perceived usefulness (M = 4.00, SD = .69), course content and design (M = 3.98, SD = .72), and learning outcomes (M = 3.91, SD = .55). However, no significant correlations were found between perceived efficacy and test scores (r = .06, p = .60) despite the strong correlations found among the perception variables themselves (e.g., usefulness and design: r = .88, p .001). Qualitative findings echoed these results, highlighting the programmes flexibility, improved pedagogical knowledge, and confidence, alongside issues like inconsistent guidance and technological challenges.
Exploring differences in oral presentation modes: Does video recording really improve students performances? Rahmatillah, Refanja; Jakfar, Ana Elvia; Parlindungan, Firman; Devira, Merina
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.v12i2.38069

Abstract

Video recording has been proven beneficial for learning, and it might help improve students presentation skills and confidence. To examine the assumption related to students presentation skills and confidence, this study explored the differences in English as a foreign language (EFL) students performances, preparations, and preferences between video recording and in-class presentation. Forty college students from various majors enrolling in an English course were randomly sampled to participate in this study. Twenty of them performed presentations through video recording, and the rest in class. The students were given an online questionnaire about their preparations and preferences between the two modes. Their performances and preparation time were compared, and their preferences were analyzed. The results show no significant difference in the overall performances between those two groups of students (M = .1565), t(38) = 1.114, p .272. However, there was a significant difference in the aspect of eye contact and gestures (M = .5250), t(38) = 2.161, p = .037, indicating that the students presented through video recordings were more confident and used more gestures. Moreover, it was found that practice time did not correlate with the students performances r(38) = .025, p = .914. In addition, the students were not consistent with their preferences; while the majority (68.9%) agreed that they were more confident presenting through video recordings, 61.2% expressed a preference for in-class presentations. Therefore, it is recommended that EFL teachers assign a presentation mode that best suits students context since each mode has its strengths and shortcomings.
Pre-service English teachers level of grittiness, academic achievement, and BLEPT performance Agron, Ryan Jay Oania
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.v12i2.38525

Abstract

This retrospective-predictive study examined pre-service English teachers level of grittiness, College Academic Achievement (CAA), and performance in the Board Licensure Examination for Professional Teachers (BLEPT). The respondents level of grittiness was measured using an adapted instrument. CAA was based on their General Weighted Average (GWA), as reflected in their Transcript of Records (TOR). BLEPT ratings were provided by the respondents themselves as released by the Professional Regulation Commission (PRC). The gathered data were analyzed using Pearson r and stepwise multiple regression. The findings revealed that the respondents moderate level of grittiness has no relationship with their barely passing BLEPT rating, while their CAA has a moderately negative association with it. The inability of their CAA to depict their BLEPT performance raises issues about the quality of their teacher education training prior to taking the BLEPT. Moreover, their BLEPT performance was significantly predicted by their CAA alone. Passion and perseverance, which are important qualities of a teacher, were not found to be significant predictors. The results indicate that it is still competent initial teacher education preparation that has the magnitude to determine BLEPT success. This denotes the need for intellectually enriching instruction, especially in the field of specialization, and an evaluation mechanism based primarily on students scholastic performance so that Teacher Education Institutions (TEIs) are in a better position to gauge whether their retention policies ensure quality assurance through their licensing performance.
Why is it so hard?: Unsilencing EFL undergraduate students experiences in the supervisory process Abrar, Mukhlash; Failasofah, Failasofah; Prapassel, Luxvhyona Fharadhylla; Darzhinova, Liubov; Habibi, Akhmad
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.v12i2.37457

Abstract

The study aims to comprehensively explore thesis supervision from EFL undergraduate students perspectives. To be more specific, the present study investigates the challenges faced by EFL students and the strategies they used to overcome them while under thesis supervision. To meet the purposes of this study, a qualitative research design with a case study approach was used. Data were collected from 10 final-year students using in-depth interviews and audio recording techniques. The results drawn from the thematic analysis (Braun Clarke, 2006) indicates that EFL undergraduate students faced both internal and external challenges. Internal challenges included students lack of motivation, lack of confidence, and poor time management, whereas external challenges were insufficient support from supervisors, supervisors harsh feedback and comments, change of supervisor, and the internet and technology problems. In terms of overcoming strategies, the students mainly utilized the three strategies to cope with their challenges in the process of thesis supervision: 1) self-management (managing the study, self-study, maintaining positive motivation, doing positive and enjoyable activities, and being proactive), 2) academic and peer support (supervisor support, lecturer support, and peer support), and 3) technological support (language application, referencing application, and search for stable connection). These results suggest that the issues pertaining to thesis supervision warrant more attention and have a major influence on students progress in completing theses.
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

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Abstract

Over the past decade, numerous papers have documented translanguaging studies, significantly contributing to the shifting paradigm in this research area. Nevertheless, no comprehensive bibliometric analysis has been conducted on the landscape of translanguaging research to uncover the prominent areas and potential future directions. This study focuses on articles from the Scopus database published from 2014 to 2023 with the search keyword "translanguaging." The identified retrieval data (2213 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; Khansa, Maharani; Novianti, Hartia; 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.

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