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Studies in English Language and Education
Published by Universitas Syiah Kuala
ISSN : 23552794     EISSN : 24610275     DOI : -
Core Subject :
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 to 2020, Studies in English Language and Education (SiELE) was published twice a year, in March and September. Since 2021, the journal has been published three times a year, in January, May, and September. Starting in 2027, SiELE will publish four issues annually, in January, April, July, and October. 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.
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Articles 66 Documents
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The effect of input-based tasks on grammar acquisition among beginner-level English language learners Majeed Noroozi; Seyyedmohammad Taheri
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.84

Abstract

This study examines the efficacy of input-based tasks within the framework of Task-Based Language Teaching (TBLT) and the Presentation-Practice-Production (PPP) methods in assisting beginner-level English learners in acquiring and retaining the grammatical feature of the plural -s. A total of 45 Iranian English language learners were randomly assigned to three groups: the TBLT group, the PPP group, and the control group. A quasi-experimental research design was employed to assess participants’ comprehension and production abilities through the administration of pretest, posttest 1, and posttest 2. The data were analyzed using two-way repeated measures ANOVA along with Tukey post-hoc comparison tests. The results of the study indicate significant improvements in performance for both the TBLT and PPP groups when compared to the control group, with more notable gains observed in input-based tasks (p < 0.05). Although the TBLT group outperformed the PPP group in terms of plural -s comprehension and same-or-different tasks during both posttests, the differences were not found to be statistically significant at posttest 2 (p > 0.05). Both experimental groups exhibited a decline in performance at posttest 2; however, the TBLT group still maintained comparatively higher overall scores. These findings emphasize the pedagogical benefits of TBLT’s contextualized and meaningful input in fostering long-term grammatical learning and retention, while PPP showed stronger short-term effects but struggled with sustained retention. The study highlights the pedagogical potential of input-based tasks in grammar instruction, particularly for beginner-level learners in English language classrooms.
Theme and rheme: The contribution of thematic progression to the cohesiveness of writing discussion texts Rusdi Noor Rosa; T. Thyrhaya Zein; Isvanelly Anwar
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.85

Abstract

Writing a discussion text presents a formidable challenge for university students as they grapple with diverse viewpoints, potentially impeding the attainment of cohesion. This paper aims to investigate the contributions of thematic progression to the cohesiveness of ideas within the discussion texts written by university students. Using a descriptive method, this study involved 35 third-year students from the English Department at Universitas Sumatera Utara as the participants. The data were collected using a writing test, during which the students were asked to write a discussion text consisting of between four and five paragraphs. The analysis was conducted using an interactive model of data analysis. The results of the study illuminate the prevalence of simple linear progression as the dominant thematic progression pattern in the students’ discussion texts, indicating their concerted efforts towards fostering cohesion. However, the frequent use of constant continuous theme progression suggests potential areas for improvement in the students’ texts. In conclusion, the thematic progression patterns employed in the students’ discussion texts underscore the criticality of judiciously selecting suitable thematic progressions to improve idea cohesion. This research sheds light on the imperative role of thematic progression in fortifying the cohesiveness of ideas within discussion texts, offering valuable insights for educators and learners alike.
Flipping and gamifying university’s online English preparation courses: Understanding learner flow state and autonomy Safnil Arsyad; Budi Waluyo; Leffi Noviyenty; Amrullah Amrullah; Paidi Gusmuliana; Rismar Riansih
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.86

Abstract

This study utilized a sequential exploratory mixed methods design to examine the synergistic effects of flipped and gamified learning on students’ flow state and autonomy in a fully synchronous online English preparation course at an Indonesian university. Through a narrative approach and a one-group pretest-post-test design, the research engaged 25 undergraduates, incorporating technology both inside and outside the classroom. Data collection consisted of narrative frames over two cycles, surveys, teachers’ observations, and analytics from gamification apps, all of which were analyzed using thematic analysis alongside descriptive and inferential statistics. Results indicated that these innovative teaching strategies significantly improved student motivation and autonomy by fostering an interactive environment that synergized skill improvement with challenge and provided real-time feedback. These methodologies improved listening and reading scores, but advancements in structural knowledge and written expression were less pronounced, suggesting a need for more focused pedagogical tactics. Qualitative data demonstrated high engagement levels, yet they accentuated a complex interplay between motivation and academic performance, emphasizing the critical roles of technological accessibility and comprehensive teacher training in maximizing learning outcomes across various competencies. This study highlights the necessity of addressing technological and instructional barriers to fully leverage the benefits of flipped and gamified learning environments.
Generative AI integration in ELT take-home tasks: Challenges, relevance, and cognitive development at high schools Sarfita Br Sitepu; Ashadi Ashadi
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.127

Abstract

Generative Artificial Intelligence (GAI) tools, such as ChatGPT, have gained popularity among high school (HS) English language learners (ELLs) in Indonesia. However, the use of ChatGPT in ELT take-home tasks remains underexplored. This study examined its ability to handle different cognitive-level ELT take-home tasks, explored how ChatGPT influences HS ELLs’ cognitive development during task completion, and identified teachers’ perspectives on its influence on these tasks. A descriptive qualitative design was employed, involving twelve HS ELLs and four English teachers. Data were collected through task simulations and semi-structured interviews and were then analyzed thematically to identify patterns in GAI’s impact on ELT. The findings indicate that ChatGPT supports Lower Order Thinking Skills (LOTS) and Middle Order Thinking Skills (MOTS) tasks, which allow ELLs to copy AI-generated responses easily. This suggests that LOTS and MOTS tasks lose their role as take-home tasks, raising concerns about academic integrity. Moreover, teachers agreed that ChatGPT can serve as a constructivist tool to foster deeper engagement. With proper guidance, ELLs can develop strong navigation skills to ensure that AI use enhances their cognitive development. To maintain educational rigor, the study recommends using HOTS tasks with more intricate prompts that foster deeper cognitive engagement and metacognitive skills. This study contributes to maximizing ChatGPT’s potential for meaningful learning experiences for HS ELLs while preserving cognitive development.
Integrating AI-generated videos and the flipped classroom approach to enhance active English language learning Luz Castillo-Cuesta; Paola Cabrera-Solano; Cesar Ochoa-Cueva
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.129

Abstract

This study analyzes the use of AI-generated videos and the flipped classroom method to improve active learning in an English as a foreign language (EFL) setting. It aimed to assess the impact of this approach and learners’ perceptions of its effectiveness. The participants in this study were 156 EFL students, aged 20 to 47 years. They were registered in three online courses at a private university in southern Ecuador, and their proficiency level was B2 according to the Common European Framework of Reference for Languages (CEFR). The research employed a quasi-experimental, mixed-methods approach, combining quantitative analysis to evaluate the intervention effects with qualitative insights to explore participants’ experiences and perceptions in depth. The instruments included a diagnostic questionnaire, a pretest, a posttest, a perception survey, and semi-structured interviews. Video content for each course was developed using AI-based tools such as Fliki, Kapwing, Steve AI, InVideo, and Voki, and adapted to specific instructional topics. AI videos, incorporated into the course materials, were reviewed by learners before each synchronous session. The findings revealed that students improved their active learning since scores showed better comprehension and retention of content. The participants asserted that they were exposed to clear explanations, which increased flexibility and encouraged engagement. In addition, AI videos and the flipped classroom approach fostered students’ independent learning. These results underscore the importance of AI technologies for EFL instruction and suggest further research into their sustained impact.
Predictive and experiential effects of STEAM-based CLIL on learners’ emotions, motivation, and efficacy David Imamyartha
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.131

Abstract

This research addressed the challenges to teaching Content and Language Integrated Learning (CLIL) and proposed that the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) could enhance CLIL teaching using a framework called 6Es (engage, explore, explain, engineer, enrich, and evaluate). The author first explained how STEAM could address some CLIL issues and showed that the 6Es aligned with the 4Cs (culture, content, cognition, and communication) of CLIL’s pluriliteracies approach. The author applied 6Es in a case study on 204 Indonesian tertiary students in 16-meeting CLIL lessons focusing on ecosystem protection, closely investigating their experiences using a set of instruments on a) multidimensional learning, b) academic emotion, c) academic control, d) science efficacy, e) language learning attitude and motivation, and f) learning reflection. The findings portrayed positive outcomes in the aforementioned dimensions, corroborated by a positive correlation between variables. The regression analysis substantiated the predictive power of self-directed learning, authentic problem solving, and creativity towards all key variables. Meaningful literacy practices were proven influential to the increment of learners’ self-regulation, allowing them to navigate and gain the utmost advantage of what would otherwise be seen as foreign language learning when presented in language pedagogy. Several pitfalls in the study, along with potential future inquiries, are also discussed.
Internet addiction, digital support use, and self-regulation in EFL university students’ writing Atik Umamah; Ika Hidayanti
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.135

Abstract

The increasing prevalence of internet use among students, leading to internet addiction, has both positive and negative implications for EFL learning. Considering gender differences, this research identified internet addiction levels, the types and frequency of using digital support, and the use of self-regulation with digital support in academic writing. Additionally, it sought to measure the significant difference in internet addiction, use of digital support, and self-regulation with digital support across genders. It also measures the extent to which internet addiction and the use of digital resources correlate with self-regulation. The research involved sixty EFL university students from a private institution in Malang, Indonesia. Data were collected using an internet addiction survey and the Self-regulated Learning with Technology at the University (SRLTU) Questionnaire to assess students’ internet use, digital support, and self-regulation. Findings show that: 1) male and female students have high internet addiction; 2) digital support in writing is moderately used, with the internet and assessment tools being the most utilized; 3) self-regulation with digital support is moderate, focusing on superficial use and collaboration; 4) gender differences exist in internet addiction and self-regulation but not in digital support use; 5) self-regulation in writing significantly correlates with digital support, not internet addiction. These findings underscore the critical interplay between gender, digital tools, and self-regulation in L2 academic writing. The findings highlight the need for tailored instructional strategies to optimize digital support use to enhance students’ self-regulation, leading to improved academic writing performance.
Decoding communicative language teaching: Malaysian primary school teachers’ understanding, misconceptions, and lesson plans Amirah Akhyar; Charanjit Kaur Swaran Singh; Tarsame Singh Mada Singh; Farkhodjon Rakhimjonov; Khusanova Nigina; Ulugbek Jabbarov
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.140

Abstract

Despite the adoption of Communicative Language Teaching (CLT) for primary English education in Malaysia, a significant implementation gap persists between policy and classroom practice. Previous research has focused primarily on implementation outcomes rather than examining the underlying theoretical understanding that shapes pedagogical choices. Furthermore, limited studies have comprehensively documented the specific nature and extent of CLT misconceptions in the Malaysian context. This qualitative case study examines how six experienced primary school teachers in Selangor perceive CLT principles, the misconceptions they hold, and how these factors impact their lesson planning. Data collection included classroom observations, lesson plan analysis, and semi-structured interviews. The findings reveal that teachers’ understanding of CLT often emphasizes speaking activities and group work while overlooking authentic communication and learner autonomy. Common misconceptions included beliefs that CLT requires abandoning grammar instruction, is only suitable for high-proficiency students, and necessitates group work. Analysis revealed a significant gap between teachers’ stated understanding and actual planning practices, with many reverting to traditional, teacher-centered activities despite expressing support for communicative approaches. Contextual factors, including examination pressure, large class sizes, and limited resources, further constrained implementation. These findings highlight the need for comprehensive teacher training that addresses both theoretical foundations and practical implementation of CLT within the Malaysian primary school context while considering local cultural and institutional constraints.
Leveraging technology-speaking tasks to promote Indonesian EFL students' communicative performance Oktavia Widiastuti; Teguh Sulistyo; Saiful Marhaban
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.147

Abstract

This study investigates the effects of technology-enhanced speaking tasks on the communicative performance of intermediate-level Indonesian EFL students. Inspired by González-Lloret and Ortega’s (2014) framework on technology-mediated tasks, technology-enhanced speaking tasks were created and applied across YouTube video-making tasks. Participants in this study were 40 students of English majors enrolled in a speaking course. They were recruited for a mixed-method study combining pre-experimental and survey designs. The video task analytics, as well as the pretest and posttest scores, provided quantitative data. The students’ questionnaires and interviews, which explored their perceptions of using technology-enhanced speaking tasks, constituted the qualitative data. The findings showed that when teachers employed technology to support learning, students’ communicative performance, as well as their ability to use English in face-to-face, online, and real-world interactions, increased significantly, covering fluency, accuracy, and complexity. According to student experiences, communicative performance and self-efficacy are motivational factors that, when fostered in an online classroom environment, inspire students to try out language creatively. They enhanced their digital literacy and collaborative learning opportunities, thereby increasing confidence in spontaneous speech production and reducing anxiety when engaging in oral communication tasks. The use of digital video-based activities promotes sustainable educational innovation by enhancing students’ communicative competence, digital literacy, and readiness for real-world communication.
Academic and gender predictors of L2 listening proficiency: A quantitative study in Croatian higher education Ana Penjak; Nevenka Maras
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.150

Abstract

Listening is a crucial receptive skill in second language (L2) acquisition, but its development is not uniform and may be shaped by both academic and learner-related factors. Building on this perspective, the present study investigates whether academic background and gender influence listening comprehension in the higher education context. A sample of 120 students (F = 58, M = 62) from a public university in Croatia completed an adapted listening performance test alongside a background questionnaire addressing educational history and language-learning experience. ANOVA and t-test results showed that the final English grade significantly predicted listening performance (F = 45.61, p < 0.01, ηp² = 0.54), indicating a strong relationship between prior academic achievement and listening ability. Secondary education background also had a significant effect on listening outcomes (t = −2.26, p = 0.03, Cohen’s d = 0.43). In contrast, gender (p = 1.00, Cohen’s d = 0.00), international study mobility participation, and the number of English-medium courses attended showed no statistically significant effect. These findings highlight the importance of prior academic achievement and educational background in shaping L2 listening skills. In an English for specific purposes (ESP) perspective, results suggest that adapting listening instructions to students’ linguistic and educational profiles may enhance learning outcomes. Future research should explore additional factors such as listening strategies, metacognitive awareness, and exposure to authentic input, to further inform pedagogical design.

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