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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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Patterns of language errors in the writing of Bosnian EFL students: A case study Dervic, Mersad; Rizvi-Eminovi, Edina; Burekovi, Melisa
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 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

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 students from the English Education Department 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, for students, authentic assessment significantly enhances 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 Kanoksilpatham, 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 Arista
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.
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

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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.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

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 artificial intelligence (AI) in education, there remains a significant gap in understanding its trends and specific details within English Language Teaching (ELT). This study presents an analysis and snapshot of contemporary research trends in AI applications in ELT using bibliometric analysis. By leveraging publication from the 2019-2024 Scopus database, key patterns and themes within the existing literature are identified. The study systematically collected and analyzed 1,994 documents, including articles, conference papers, and reviews from 522 sources and 3,316 authors. The analyses identify the most productive authors, sources, affiliations, and countries. Additional bibliographic coupling analysis reveals seven main clusters. These clusters range 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 findings have several important implications. 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.

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