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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 33 Documents
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Search results for , issue "vol. 13 no. 2 (2026)" : 33 Documents clear
Bilingualism as a gateway: Student perceptions on language and internationalisation María Elena Gómez-Parra
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1053

Abstract

This study explores student perceptions of the role that language abilities, particularly English and other foreign languages, play in facilitating internationalisation and global engagement. While extensive research has examined the impact of language proficiency on the opportunities to study abroad, there remains a limited understanding of how linguistic skills influence broader aspects of international mobility, including travel, living, and intercultural experiences across various contexts. Guided by a quantitative cross-sectional survey design, data were collected through a validated questionnaire administered to 3246 bilingual and non-bilingual students across diverse educational programmes online, and were analysed through Jamovi 2020, v. 1.2. The findings revealed that students, with particularly strong perceptions among those enrolled in bilingual education programmes, highly valued foreign language skills as vital for building self-confidence, motivation, and readiness for international experiences, while also showing differences between bilingual and non-bilingual learners. English, in particular, was perceived to hold a preeminent position over other foreign languages in enabling global mobility and intercultural communication; however, competence in other foreign languages was also associated with students’ perceptions of destination choice when travelling abroad. Additionally, linguistic competence was linked to students’ perceived willingness and confidence to travel abroad, as well as to their perceived ability to select international travel destinations and to engage confidently in intercultural interactions. The findings indicate that bilingual students, compared with non-bilingual students, place value on language learning for confidence and willingness to travel abroad, highlighting multilingual repertoires as key to students’ capacity for international engagement, growth, intercultural understanding, and global citizenship.
Emotional geographies and identity construction of Indonesian pre-service English teachers in a teaching practicum Nur Arifah Drajati; Gary Barkhuizen; Agustina Tyarakanita; Kristian Adi Putra
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1054

Abstract

This study explores how the emotional geographies of six Indonesian pre-service teachers (PSTs) during their teaching practicum experiences shaped their teacher identities and influenced their future career aspirations. This study employed a multimodal narrative inquiry approach, using drawings, photographs, and in-depth narrative interviews with the PSTs after the practicum. In the interviews, the PSTs were asked what the drawings meant to them, how they saw themselves as developing teachers, what their drawings meant, and how they felt about being and becoming teachers. The visual and textual data found in this study were subsequently analyzed using multimodal thematic analysis. This analysis aimed to understand the teachers’ practicum and imagined future teaching experiences, and to critically reflect on these events. The findings showed how the PSTs reflected on the dimensions of their emotional geographies, contributing to their identity construction and future career decisions. Teaching practicum served as a site for prospective teachers’ identity formation, and the emotions formed during classroom learning influenced how PSTs viewed themselves as educators. The teaching practicum also served as a concrete platform for identity formation, with emotional experiences closely intertwined with professional learning. This study demonstrates the need to address the development of teacher emotions as part of teacher identity construction. Implications for supporting PSTs emotionally and professionally, as well as directions for further research, are also discussed.
Fate’ or ‘destiny’? Finding the subtle differences with a corpus-based technique Nateethorn Narkprom; Supakorn Phoocharoensil
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1055

Abstract

The nouns ‘fate’ and ‘destiny’ are terms often used interchangeably despite their underlying conceptual differences and are generally treated as synonyms by English dictionaries, such as the Longman Dictionary of Contemporary English and Webster’s Dictionary of American English, based on their loosely defined meanings. This study adopted a corpus-based approach, using the Corpus of Contemporary American English (COCA) as the data source. It focused on quantitative and qualitative analyses of the target synonyms in relation to their distributional, collocational, semantic, and prosodic patterns. The results reveal that ‘fate’ is mainly distributed in fiction, while ‘destiny’ appears primarily in TV/movie subtitles, indicating a moderate and low level of formality, respectively. In terms of collocations, ‘fate’ and ‘destiny’ share some identical verbs (i.e., await, determine, escape) and adjectives (i.e., inevitable, tragic, ultimate), confirming their synonymy. However, the analysis of the semantic preferences of verb and adjective collocates shows both overlapping and distinctive semantic subsets. Specifically, ‘fate’ is more likely to pair with other verb and adjective collocates associated with pessimism (i.e., bemoan, curse, terrible, uncertain), in contrast to ‘destiny’, whose verb and adjective collocates semantically represent optimism (i.e., embrace, fulfil, glorious, heroic). Regarding semantic prosody, concordance lines with ‘fate’ primarily carry negative connotations, while those with ‘destiny’ are mostly neutral. In essence, the results confirm the non-interchangeability of these near-synonyms across contexts due to their subtle differences, as informed by the corpus data.
Comparative analysis of prominent English listening websites used by Indonesian EFL higher education students Rizaldy Hanifa; Siti Rahimah Yusra
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1056

Abstract

In English as a foreign language (EFL) education, the limited classroom time allocated for listening practices restricts students’ exposure to essential auditory input, potentially impeding their language acquisition. Autonomous listening practices utilizing digital resources are essential for addressing this issue. The extensive range of available websites presents difficulties in identifying pedagogically valuable options. This research sought to evaluate four frequently utilized websites by Indonesian higher education students, British Council, TED Talks, BBC Learning English, and English with Lucy, for the purpose of independent listening practice. The study employed a document analysis approach within a qualitative research framework, utilizing an evaluation checklist. The data were analysed using qualitative content analysis to assess each website’s pedagogical effectiveness, usability, and alignment with listening skill development, providing a comparative evaluation to inform best practices in EFL listening resource selection. The findings indicate distinctive strengths from each platform including proficiency-specific resources, authentic materials, multilingual subtitles, offline accessibility, multimedia engagement, operational efficiency, and user-friendly interfaces. Limitations noted include the absence of collaborative features, insufficient scaffolding for novices, limited feedback mechanisms, restricted linguistic diversity, and inconsistent navigation. These results underscore the platforms’ potential to enhance EFL listening skills while highlighting areas for development. It is essential for educators and learners to critically evaluate EFL websites to optimize their advantages in their teaching and learning context. The research supports the incorporation of interactive elements, adaptive pathways, and culturally inclusive content to meet the varied needs of learners and ensure alignment of digital resources with global pedagogical standards.
AI in action: Advancing EFL writing skills and teachers’ perceptions Ali Al Ghaithi; Behnam Behforouz
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1057

Abstract

The current study aimed to measure the perceptions of English as a foreign language (EFL) teachers regarding the use of AI tools in the writing process; concurrently, it investigated the impact of these AI tools on EFL learners` writing performance. A total of 120 Omani pre-intermediate EFL learners were assigned to two control and experimental groups for a 4-week treatment length. Although both groups received similar in-class training for their writing skills, the experimental group used various AI tools such as Gemini, ChatGPT, Copilot, EditGPT and Grammarly as facilitators to receive extra practice and feedback on their writing pieces. The statistical analysis of the writing tasks pretests and posttests based on Mann-Whitney U test revealed that the experimental group performed remarkably better than the control group participants, which could be attributed to the positive impact of AI tools. Additionally, a researcher-made perception questionnaire was administered to the teachers after the treatment period, and the responses indicated that using AI tools can positively influence the grammatical and lexical knowledge of the learners, encourage the students to revise and change their tasks, and finally, increase the confidence level among the learners. The findings of this study are helpful for teachers, such as providing higher-order writing skills, students, such as fostering self-correction, and institutions, like integrating artificial intelligence tools within the writing courses.
Refusals and power dynamics in EFL: A pragmatic study of Indonesian ELLs in Aceh Zulfikar; Masrizal Mahmud
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1058

Abstract

This study sought to examine the patterns of refusal strategies among Acehnese-Indonesian ELLs as well as the influence of the interlocutor’s perceived power status on their strategies. The data were collected from ten final-semester English Language Education students using Discourse Completion Tasks (DCT) and follow-up interviews. The DCT responses were analyzed based on Beebe et al.’s (1990) taxonomy of refusal strategies, while interviews provided validation and further sociopragmatic reasoning. The findings show that indirect refusals were the most commonly used strategies among the ELLs, particularly excuses, explanations, and expressions of regret. This preference reflects Indonesian collectivist values that emphasize face-saving and social harmony. Although power differences had little effect on the types of refusal strategies used, participants demonstrated awareness of power relations through varying levels of politeness. Thus, perceived power status influenced how refusals were expressed rather than the strategies themselves. These results highlight the importance of incorporating pragmatic and cross-cultural training in EFL instruction to enhance learners’ communicative competence. The study contributes to a growing body of literature on interlanguage pragmatics and provides pedagogical insights for developing context-sensitive materials in English language education. In addition, the research points out the need for classroom activities that expose learners to realistic refusal situations, enabling them to practice appropriate language choices, negotiate social distance, and respond sensitively to different levels of authority in intercultural communication contexts in academic English settings.
Examining the effects of Project-Based Learning on EFL learners’ reading achievement: The role of learner self-regulation Selamet Riadi Jaelani; Nunung Suryati; Yazid Basthomi; Nurenzia Yannuar; Dian Resty Pratiwi Ahmad; Endah Ratnaningsih
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1059

Abstract

This study examined how Project-Based Learning (PJBL) and Problem-Based Learning (PBL) affect EFL learners’ reading, with a particular emphasis on interactions with learners’ characters (high and low). The study employed a quasi-experimental design with 64 senior high school students from two classes. The students were divided into experimental and control groups. The data was collected using a 60-item reading comprehension test. The results were analyzed statistically, including Tukey’s HSD test, to examine significance and interaction effects. PJBL relies heavily on self-motivation and discipline; the results indicated a statistically significant mean difference of -14.56 (p < 0.05) between students with low character and those with high character. This suggests that PJBL was not effective for low-character learners, especially those who struggle with self-regulation. Low-character students in PJBL scored significantly lower than high-character students in PBL, with a mean difference of -7.66 (p < 0.05). In contrast, high-character students in PJBL performed significantly better than low-character students in PBL, with a mean difference of 11.91 (p < 0.05). They also outperformed high-character students in PBL, with a mean difference of 6.91 (p < 0.05). Therefore, PJBL is more effective for high-character learners because it requires independence. However, there was no significant distinction between PJBL and PBL for low-character learners (mean = 2.66, p > 0.05), indicating that these students require additional support in all educational settings. To maximize reading outcomes in the EFL context, our findings emphasize the importance of aligning instructional strategies with learner characteristics.
Intercultural communication competence integration in English Language Teaching in Japan and the Philippines Faramarz Samifanni
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1067

Abstract

This study explores the integration of Intercultural Communicative Competence (ICC) within English Language Teaching (ELT) in Japan and the Philippines—two high-context cultures where intercultural awareness is increasingly vital. Anchored in Byram’s (2020) ICC model, a qualitative case study was used. Data were collected through interviews (Philippines) and an online survey (Japan) with open-ended questions from 22 English teachers, evenly divided between a private university in Japan and a private college in the Philippines. Analysis revealed five key themes: student-centered cultural engagement, reasons for utilizing intercultural teaching methods, varied levels of ICC implementation, application of ICC in the learner’s discipline, and application of ICC in multidisciplinary settings. These themes reflect the evolving nature of ICC in ELT and highlight both shared and divergent practices across the two national contexts. Findings show that educators actively strive to embed ICC principles using available resources and personal pedagogical strategies. However, discrepancies and uncertainties persist due to limited institutional support and the absence of cohesive curricular frameworks. Despite these challenges, a pedagogical shift toward culturally responsive and learner-centered approaches is evident. To strengthen ICC integration, the study recommends localized curricula, sustained professional development, and robust institutional support to bridge theory and practice. This paper calls for further research on ICC integration in ELT across high-and low-context cultures to deepen understanding and inform context-sensitive strategies. Ultimately, the research contributes to the broader discourse on intercultural education by emphasizing the need to empower educators and enhance learners’ communicative competence in increasingly globalized settings.
Understanding EFL preservice teachers’ intentions and concerns of integrating AI in their future ELT I Putu Indra Kusuma; Sandrotua Bali; Ehsan Namaziandost; Luh Gd Rahayu Budiarta; Ming-Chou Liu; Made Hery Santosa
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1068

Abstract

Research shows that English as a foreign language (EFL) in-service teachers are widely implementing AI in English language teaching (ELT). It remains unclear how novice pre-service teachers (PSTs) with limited teaching experience intend to integrate AI into ELT. At the same time, research addressing the concerns of PSTs is scarce. Nonetheless, they represent the forthcoming generation of teachers who will engage with AI in ELT. Given the above gaps, this study aimed to explore the intentions and concerns of EFL PSTs regarding the integration of AI in ELT. This research employed a basic qualitative approach and recruited EFL PSTs enrolled in an English teacher education program at a state university in Indonesia. The data was collected through an open-ended questionnaire and semi-structured interviews. Then, the data from the questionnaire was analyzed using the content analysis method, and the data from the interviews were analyzed using the inductive thematic analysis method. The open-ended questionnaire indicated that EFL PSTs demonstrated significant intentions to use AI. The interview findings also indicated an intention to integrate AI in future instructional design, alongside favorable perceptions of AI for teaching and its application by students in learning contexts. They also expressed both negative and constructive concerns regarding the integration of AI in ELT. Three new implications, such as one theoretical and two practical ones for EFL PSTs, teacher education programs, and policymakers, are drawn for English teacher education programs to enhance EFL PST preparation.
Ethos, pathos, and logos in research article introductions: Persuasive rhetorical practices across research paradigms M. Affandi Arianto; Jufrizal; Maulluddul Haq; Rifki Oktoviandry; Dewi Syafrina
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1069

Abstract

The introduction of a research article (RA) is pivotal in conveying the study’s value. While authors must effectively communicate the study’s implications and contributions, little attention has been paid to the persuasive strategies they use to achieve this goal. This study investigates persuasive rhetorical strategies in research article (RA) introductions, specifically comparing how international and novice Indonesian authors present their research values across qualitative, quantitative, and mixed-method paradigms. The analysis encompasses 120 applied linguistics RAs and employs a two-pronged methodological approach. First, we analyzed the frequency of occurrence of the promotional step using Swales’ (2004) CARS model. Second, we applied El-Dakhs et al.’s (2024) modified framework of persuasive rhetorical strategies, built upon Dontcheva-Navratilova et al.’s (2020) model of persuasion. Our findings reveal distinct patterns in how international and novice Indonesian authors employed promotional strategies in their RA introductions. These patterns manifest both in their use of promotional steps and their deployment of specific rhetorical strategies. Based on these findings, we provide pedagogical implications for academic writing tutors in optimizing authors’ promotion and offer practical guidelines for novice authors on writing more effective, convincing, and impressive RA introductions, with particular emphasis on persuasive rhetorical strategies to enhance the presentation of research values.

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