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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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Explicit instruction in metacognitive problem-solving reading strategies: Developing reading comprehension and strategy awareness Hassan, Mouchrif; Najat, Mokhtari; Bouchaib, Benzehaf
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.42597

Abstract

This study examined the impact of Problem-solving Reading Strategies (PROBs), a specific subset of Metacognitive Reading Strategies (MRSs), on reading comprehension and strategy awareness among young Moroccan EFL learners. The first phase investigated the feasibility of explicitly teaching PROBs to young learners. The second phase examined the effects of PROBs on students reading comprehension, while the final phase explored how the intervention influenced students strategy awareness. Adopting a quasi-experimental, non-equivalent control group pre-testpost-test design, the study involved 31 elementary-level young EFL learners enrolled at a Moroccan EFL center. Participants were randomly assigned to either an experimental group (n=17) or a control group (n=14). Data were collected using the A2 Key for Schools Cambridge reading test as a pre-test and post-test. In addition, the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Reichard was used to assess students strategy awareness before and after the intervention. Data analysis using independent t-tests demonstrated that explicit PROB instruction is feasible when delivered through metacognitive scaffolding and structured PROB-based programs. This feasibility was reflected in the interventions positive outcomes. The experimental group showed statistically significant improvement in reading comprehension (p=0.04), indicating an enhanced ability to solve comprehension challenges and sustain overall text comprehension. Furthermore, the intervention increased students strategy awareness, enabling them to become active users of PROBs. These findings offer important implications for educators and curriculum developers, highlighting the potential of PROB-focused instruction in improving EFL literacy outcomes.
Still another look at EFL grammar learning strategies: Frequency, semester differences, gender dynamics, and rationale Yunita, Wisma; Hati, Gita Mutiara; Arono, Arono; Baker, John R.
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40384

Abstract

Grammar learning strategies (GLS) play a crucial role in successful language acquisition; however, this area remains understudied in the Asian English as a foreign language context. To address this gap, this mixed-methods study explored the English GLS employed by Asian (Indonesian) undergraduate participants (N = 194), examining differences in frequency of use (most and least used), as well as gender, semester, and the rationale for implementation. Participants completed the Grammar Learning Strategies Inventory (GLSI), a 70-item, closed-ended, five-point Likert scale questionnaire, followed by semi-structured interviews. The results indicated that participants were high users of social strategies, followed by metacognitive, cognitive, and affective strategies. The exploration also identified various rationales for the high use of strategies, including understanding and avoiding grammar mistakes, correcting errors, improving grammar usage, sharing knowledge, and enhancing comprehension. In contrast, rationales for the low use of affective strategies included stress hindering focus, lack of motivation, insufficient practice, low confidence, fear of making mistakes, neglect of self-rewards, limited feedback, failure to maintain a learning diary, and infrequent self-reflection. The article concludes by discussing the studys limitations and offering suggestions for further research. These findings enhance the understanding of the social strategies used by English language learners and, consequently, inform pedagogical practices while contributing to the scholarly literature.
Evaluating the impact of AI debater on EFL debate competence: Perceptions of lecturers and learners Butarbutar, Ranta; Alimuddin, Andi Haeriati; Leba, Seli Marlina Radja
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40581

Abstract

Debate competence is essential in English as a Foreign Language (EFL) learning, yet many learners struggle with critical thinking, argumentation, and persuasive communication. While artificial intelligence (AI) offers promising support, evidence of its effectiveness in debate learning remains scarce. This study aims to evaluate the impact of AI Debater technology on the debate performance of EFL learners and explore the perceptions of its use among lecturers and learners. A quasi-experimental design was employed, involving 20 EFL learners and one lecturer, with data collected through observations and online interviews. Post-test results showed significant improvements in debate performance, with mean scores of 77.45 for content, 78.75 for arguments, and 79.35 for claims. Learners also reported positive perceptions: 85% rated the AI Debater as very useful, while 80% and 75% valued its role in developing claims and arguments, and 90% evaluated content positively; however, only 50% found it highly effective for collaboration. Complementing these findings, lecturers perceptions emphasized three areas: (1) reasons for choosing the AI Debater, such as accessibility, up-to-date information, suitability for 21st-century learners, and time efficiency, (2) its impact, including improved critical thinking, reasoning, negotiation, analytical skills, and persuasive communication, and (3) challenges, such as reliability issues, lack of creativity and empathy, and concerns about educational integrity. While AI Debater shows potential for enhancing debate skills, the absence of a control group, small sample size, and limited consideration of contextual factors constrain findings. Future research should address these gaps to deepen the understanding of AI in EFL debate learning.
Critical reading and engagement matters: Integrating the flipped 5E inquiry instruction with Socratic seminars Sripradith, Raweewat; Phoocharoensil, Supakorn
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.41770

Abstract

Despite the breadth of research on EFL reading comprehension, limited attention has been given to teacher support for critical reading and learner engagement in the Thai higher education context. This study applied Barrettes taxonomy as its analytical framework to explore whether tertiary students critical reading and engagement can be enhanced through an innovative blend of 5E inquiry-based instruction and Socratic seminars in a flipped classroom. The research employed a quasi-experimental one-group pretest-post-test design, focusing on 33 second-year English students, whose placement test results identified them as having low critical reading skills. The instruments used included 12-week lesson plans, critical reading pre- and post-tests, and self-reflective questionnaires. The findings demonstrated significant improvements in the participants critical reading comprehension, achieving a p-value of 0.001 at the 0.05 significance level (t = 8.586). During the reading activities, the students exhibited a moderate level of engagement in both the affective domain (M = 3.85, SD = 0.716) and the cognitive domain (M = 3.71, SD = 0.773. In addition, they demonstrated a high level of engagement in the behavioural domain (M = 4.35, SD = 0.651). These results contribute to the academic discourse concerning effective English teaching methodologies and offer practical implications for related EFL contexts. The study concludes with a discussion of its limitations and recommendations for future research, emphasizing the need for broader application and validation of these instructional strategies across diverse EFL learning environments.

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