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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 15 Documents
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Search results for , issue "vol. 13 no. 3 (2026): in progress" : 15 Documents clear
Distraction, motivation, and multimodality: Generation Alpha students’ and teachers’ perspectives on interactive English guide design Bambang Widi Pratolo; Eko Purwanti; Dat Bao; Hamdan Anwari; Nur Fatimah; Soviyah Soviyah; Dio Fahmi Al Faradhi
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1611

Abstract

Generation Alpha learners bring distinctive digital habits and expectations to English language learning, while teachers face increasing challenges in integrating technology into classroom practice. This study investigates the perspectives of Generation Alpha students and English teachers in urban junior high schools in Yogyakarta, Indonesia, and examines the convergence and divergence in their perspectives to inform an interactive English teacher guide design. This convergent mixed-methods needs analysis involved 1,205 students, 61 English teachers, one school principal, and one English MGMP (Musyawarah Guru Mata Pelajaran, or Teacher Working Group) coordinator. Data in this study were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings revealed that students were digitally ready and preferred interactive, multimodal, and contextualized English learning supported by clear guidance and timely feedback. However, they engaged less frequently in independent language practices and speaking activities. Teachers expressed a strong need for practical, curriculum-aligned resources, including lesson templates, differentiated activities, authentic materials, and ready-to-use assessment tools. Students identified technological distractions, unclear instructions, and lengthy texts as the main learning barriers, whereas teachers emphasized low motivation, limited attention spans, and classroom management challenges. Despite these differences, both groups highlighted the importance of multimodal resources, scaffolded instruction, timely feedback, and clear assessment rubrics. Therefore, an effective teacher guide should incorporate multimodal and scaffolded learning, formative assessment, differentiated instruction, and low-bandwidth digital resources. By integrating students’ and teachers’ perspectives, this study provides an evidence-based foundation for developing contextually relevant instructional resources for Generation Alpha learners.
Cross-cultural communication and its effects on academic performance: Insights from international Indonesian students in Malaysia Sri Yuliani; Miharaini Md Ghani; Annisa Mardatillah; Shalawati Shalawati; Dicki Hartanto
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1691

Abstract

Students participated in a study abroad program often experience cross-cultural communication challenges, which can influence their academic performance. Therefore, this research examines common cross-cultural communication barriers faced by Indonesian students undertaking a study abroad program at Malaysian universities and explores solutions to cultural misunderstandings affecting academic performance. The study involved a quantitative survey of 127 international students and used instruments formulated on the basis of Cummins (2008) to measure the frequency and severity of language barriers as perceived by students and identifying trends and connections in results across language proficiency levels. Data analysis focused on four distinct aspects: obstacles encountered by respondents in the Malay language, difficulties in the English language, adaptation/socialization, and academics. The data were analyzed using descriptive statistics to determine the frequency and severity of communication barriers, socialization and adaptation. In addition. inferential statistics was used to examine relationships between variables explored in this study. The findings reveal that effective cross-cultural communication significantly enhances academic performance by fostering better understanding, decreasing cultural misunderstanding, and promoting positive interactions with peers and faculty. Indonesian students actively engaged in cross-cultural communication strategies such as improving language proficiency, participating in multicultural activities, and seeking social support tend to achieve high academic success. Conversely, students who faced communication barriers in both Malay and English, as well as socialization and adaptation, frequently encountered academic challenges. Therefore, further language assistance and training for international students are necessary to promote fruitful interactions in academic settings.
Needs analysis for developing an Asian Parliamentary Debate System to enhance students' 4Cs in EFL classroom Mulyadi Syahputra; Rosdiana Rosdiana; Regina Rahmi; Wahidah Nasution; Sariakin Sariakin
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1591

Abstract

The development of 21st-century skills, or the 4Cs (critical thinking, creativity, collaboration, and communication), has become an important focus in English as a Foreign Language (EFL) education, and debate is often used to support this goal. Many senior high schools commonly apply the Asian Parliamentary Debate System (APDS). This study examines the challenges and needs of students and teachers in adapting this debate format for classroom use. Using an Explanatory Sequential Mixed Methods Design, in which quantitative data were collected and analyzed first, followed by qualitative data to explain and elaborate the quantitative findings, data were collected through surveys from 182 students and 59 English teachers using Dichotomous Scale across seven senior high schools in Aceh, Indonesia, and supported by semi-structured interviews with 10 students and 5 teachers who were randomly selected from the survey participants. Quantitative data were analyzed using percentages, while qualitative data were analyzed through (1) data condensation, (2) data display, and (3) data verification. The findings show that both students and teachers face major challenges in implementing the APDS into a classroom debate model, including low participation, limited English proficiency, unclear procedures, subjective assessment, limited time, and lack of suitable resources. These challenges reduce debate’s effectiveness in achieving its learning goals. Both groups also expressed the need for a more structured, inclusive, and classroom-friendly debate model, supported by clear guidelines, fair assessment, and language support.
Linguistic signalling of rhetorical segmentation in academic introductions: Empirical extension of the CaRS model Elizaveta G. Grishechko
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1624

Abstract

Research on academic writing has long described the rhetorical structure of research article introductions through Swales’ Create-a-Research-Space (CaRS) model. However, the question of whether rhetorical segmentation is systematically realised in surface linguistic form remains underexamined. The present study provides empirical evidence that rhetorical segmentation in academic introductions is reflected in the distribution of sentence-initial expressions. The analysis is based on the CaRS-50 corpus, comprising fifty research article introductions annotated at sentence level for Moves and Steps. Sentence-initial spans up to the first comma were extracted automatically and examined in relation to sequential Move transitions. Across 1,297 sentences, 36.4% begin with an identifiable opener, while 21.5% of adjacent sentence pairs involve a Move change, establishing a corpus-level baseline transition probability. Recurrent openers were evaluated relative to this baseline. The results show that sentence-initial lexical items vary in their transition behaviour relative to the corpus baseline: some occur above the baseline at points of Move change, whereas others predominantly mark within-Move continuation. Sentence-initial marking is therefore not confined to rhetorical boundaries but participates in both continuation and segmentation contexts within the annotated Move sequence. Without modifying the three-Move CaRS framework, the study introduces a probabilistic perspective on Move organisation. The findings extend genre-analytic descriptions of Move structure into a measurable account of rhetorical progression through a probabilistic analysis of sequential Move transitions and sentence-initial lexical distribution.
Perception of linking, assimilation, and elision by Saudi EFL students Gamal Rabeea Khalefa Mohamed; Roshidah Hassan; W. A. Wan Aslynn
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1640

Abstract

Linking, assimilation, and elision are key features of connected speech that facilitate natural communication in English. However, they receive limited attention in EFL instruction, particularly in Arab contexts where written forms are prioritised. Limited exposure to natural speech and reduced forms leads Saudi male learners to struggle with listening comprehension. This study investigated Saudi male university students’ perceptions of connected speech features at the University of Prince Mugrin using a background questionnaire, dictation tests, and ABX discrimination tests, with participants purposively selected in line with the institution’s gender-segregation policy. It specifically addressed how Saudi students at the University of Prince Mugrin perceive the connected speech features of assimilation, elision, and linking. The study adopted quantitative and qualitative methods to evaluate perceptual sensitivity across these three targeted features. Thirty pre-intermediate learners, identified through the institutional placement test, participated in controlled classroom-based data collection. The results revealed that linking was the most difficult to perceive, followed by assimilation, while elision was perceived most accurately. The findings indicate that learners rely on contextual cues and lexical familiarity rather than phonological decoding, with performance shaped by L1 influence, cognitive load, and limited exposure to natural speech. The study concludes that explicit instruction and increased exposure to authentic input can enhance Saudi EFL learners’ perception of connected speech.
Teachers’ practices and challenges in teaching multimodal texts: Insights from Indonesian secondary school EFL classrooms Ika Lestari Damayanti; Budi Hermawan; Nur Hafiz Abdurrahman; Arif Husein Lubis; Muhammad Agung Ibrahim
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1648

Abstract

Literacy has undergone a profound transformation in recent decades, shifting from an emphasis on reading and writing print-based texts to a recognition that multimodal meaning-making is the core of 21st-century communication. Indonesia has long faced significant challenges in promoting language and literacy, and the recent national English language curriculum underscores the need for pedagogical activities that develop students’ multimodal literacy skills and competencies. This paper reports on a study investigating the teaching and learning of multimodal texts, seeking to equip both educators and students with multiliteracies perspectives for classroom practice. The principal research question investigates how teachers incorporate multimodal literacy, as evidenced by two data-collection techniques: (1) focus-group discussions involving nine English teachers and (2) classroom observations of two selected teachers. Employing a case-study design to facilitate an in-depth contextual analysis, the research captures situated practice through the critical framing of teachers’ efforts and their transformed activities to encourage multimodal literacy in the classroom. The findings reveal that participating teachers employed elements of multimodal literacy primarily during pre-teaching activities using multimodal resources. However, they also reported limited familiarity with multimodal literacy-enhancement strategies. They expressed a strong desire for further professional development to effectively comprehend and master multimodal literacy in diverse classroom contexts.
The effect of auditory exposure on pronunciation improvement among compulsory secondary education Spanish students Isabel Maria García Conesa
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1649

Abstract

Pronunciation, while essential to developing communicative competence and oral intelligibility in English as a foreign language (EFL), has received less attention in Compulsory Secondary Education (CSE) than other language skills. This study aimed to evaluate the impact of auditory exposure on the improvement of English pronunciation among CSE students studying EFL and how students perceived its use in teaching pronunciation. The impact of auditory exposure on students’ pronunciation was obtained using a pre-test and post-test, with an intervention involving 22 students in the experimental group and 24 in the control group. The experimental group received pronunciation instruction with auditory exposure, while the control group was taught using the standard lesson plan. Meanwhile, the students’ perceptions were measured using a questionnaire anonymously completed by 20 students in the experimental group after they received the intervention. The data was analysed descriptively due to the limited sample sizes. The results show that auditory exposure improved students’ pronunciation, and the students perceived that this teaching approach positively influenced their confidence in speaking English and their motivation to keep improving their pronunciation. In addition, the students considered that auditory exposure was a useful learning activity to improve their pronunciation. Therefore, it is recommended that teachers incorporate auditory exposure as a learning activity when teaching pronunciation to EFL students.
Epistemic beliefs and self-assessment as drivers of writing perceptions in AI-supported EFL writing Ive Emaliana; Dennis Alonzo; Hamamah Hamamah
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1650

Abstract

In English as a Foreign Language (EFL) writing instruction, the pedagogical value of generative AI depends less on technological capability than on how learners are guided to evaluate, regulate, and respond to AI-mediated feedback. Framed within assessment as learning, this study examines how Internet Epistemic Beliefs (IEB) shape students’ Writing Perceptions (WP) directly and indirectly through Self-Assessment (SA) and perceptions of ChatGPT as a writing self-assessment tool (GPT). A cross-sectional survey was conducted among 223 Indonesian EFL university students with prior experience using ChatGPT for academic writing. Composite scores from validated measures of IEB, SA, GPT, and WP were analyzed using theory-driven path analysis with regression procedures. The results indicate that the model significantly explained variance in WP (F = 60.46, p < .001). SA emerged as the strongest predictor of WP (β = 0.43, p < .001), underscoring the central role of reflective judgment in writing development. IEB also exerted a significant direct effect on WP (β = 0.28, p < .001) and strongly predicted SA (β = 0.53, p < .001). Although IEB significantly predicted perceptions of ChatGPT (β = 0.44, p < .001), GPT did not independently predict WP when epistemic beliefs and self-assessment were controlled (β = 0.06, p = .27). Mediation analysis confirmed that IEB influenced WP primarily through SA rather than through AI feedback perceptions. Pedagogically, the findings highlight the importance of prioritizing epistemic awareness and structured self-assessment when integrating AI tools into EFL writing classrooms.
Second language online assessment practices: What L2 teachers think, do, and feel Nicole B. Ribano; Jessie Saraza Barrot
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1660

Abstract

The digital transformation of education has revolutionized second language (L2) writing, reshaping how students compose texts and how teachers assess writing and develop assessment literacy. However, existing research has provided an incomplete picture of what university L2 writing teachers in the Philippines thought, did, and felt when assessments were conducted in fully online learning spaces. Addressing this gap, this study explored how L2 writing teachers understood, enacted, and managed online assessment within the conceptual, praxeological, and socio-emotional dimensions of teachers’ assessment literacy. Using a case study design, semi-structured interviews were conducted with nine university L2 writing teachers, and the multilevel coding method was employed to enable close analysis of their assessment reasoning, enacted strategies, and experienced pressures. The findings showed that within the conceptual dimension, teachers largely viewed online assessment as a continuation of traditional goals while adapting to digital environments. Within the praxeological dimension, they reported redesigning tasks for digital submission and interaction, shifting feedback to multimodal and more iterative formats, and adjusting scoring procedures to fit platform constraints. Within the socio-emotional dimension, they emphasized encouragement, fairness, and trust to reduce anxiety and sustain engagement in virtual classrooms. The findings highlight the need for professional development and institutional support that strengthen teachers’ online assessment literacy across its conceptual, praxeological, and socio-emotional dimensions.
Fostering critical engagement: A qualitative postcolonial exploration of Palestinian literature in an Indonesian EFL classroom Nita Novianti; Rano Khamraeva; Jakhongir Shaturaev; Subhida Jabborova
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1662

Abstract

Postcolonialism has long served as a theoretical framework for examining how colonialism shapes identities, power relations, and representations in literature. It is particularly relevant in analysing Palestinian literature, where ongoing colonialism continues to shape lived experiences and narratives. Although many studies have applied postcolonial theory to literary analysis and social justice education, few have empirically examined how EFL students critically engage with postcolonial texts, particularly within Indonesian EFL classrooms and in relation to the Palestinian context. This study addresses this gap by examining the critical engagement of Indonesian EFL undergraduate students in the specialisation in literature in the teaching and learning of Palestinian literature through a postcolonial lens. Data were collected from the students’ essays and semi-structured interviews conducted at the end of the unit. Thematic analysis reveals varying levels of critical engagement among the students. All students identified key postcolonial themes, such as resistance, identity, trauma, and hybridity. Those achieving criticality were able to contextualise these themes within broader global power relations and articulate implications for social justice or advocacy. Contrarily, the students with emerging criticality tended to focus on textual interpretation and personal empathy, showing limited translation of critical insight into social or political action. Grounded in qualitative inquiry, this study highlighted the pedagogical and political significance of centring Palestinian narratives within postcolonial literary studies. Through its contextual and interpretive focus, it sought to enrich ongoing dialogues on decolonising English education, particularly in the teaching of English literature within postcolonial EFL settings.

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