cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Faisal Mustafa
Contact Email
faisal.mustafa@usk.ac.id
Phone
-
Journal Mail Official
sielejournal@usk.ac.id
Editorial Address
Gedung FKIP Universtitas Syiah Kuala, Jalan Tgk Hasan Krueng Kalee, Desa Kopelma Darussalam, Kecamatan Syiah Kuala, Kota Banda Aceh, Indonesia, Kode Pos 23111
Location
Kab. aceh besar,
Aceh
INDONESIA
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.
Arjuna Subject : -
Articles 66 Documents
 1   2   3   4   5 
Climate change in EFL: Inquiry-based multimodal writing Sary Silvhiany; Salsabila Nurhaliza; Rita Inderawati; Kuntum Trilestari
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.v13i1.152

Abstract

Climate change represents a significant challenge worldwide, and a growing body of research underscores the need for a multidisciplinary approach to climate change education for youth. This article seeks to enhance the curricular understanding and implementation of climate change education within the context of English language teaching. By utilizing a learner-centered and participatory pedagogical approach, we aimed to raise awareness and empower learners to take action for a sustainable future through English language lessons that incorporate climate literacy. This approach entailed a discussion of pedagogical strategies aimed at engaging students in conversations about climate change issues, facilitating their multimodal engagement in understanding these issues, and fostering the development of dispositions related to climate change. The analysis of interviews, field notes, and learning artefacts revealed that a student-driven experience, which included identifying local climate change challenges, creating action plans, and campaigning for a sustainable environment, facilitated the development of awareness and knowledge about climate change. Additionally, it provided opportunities for students to enhance their critical reading and creative writing skills. The integration of climate change education with elements of English literacy demonstrates the feasibility of incorporating climate change education into EFL classrooms as an interdisciplinary approach to climate change mitigation. The results of this study inform the EFL curriculum by integrating climate change education, ensuring its relevance for students as global citizens concerned about the future of the planet.
Enhancing Indonesian EFL teachers’ literacy teaching strategies and professional learning through designing CLIL-based reading activities Utami Widiati; Siti Muniroh; Niamika El Khoiri; Metaria Metaria; Muhimatul Murtafi'ah; Lina Hanifiyah; Tengku Intan Suzila Tengku Sharif
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.v13i1.153

Abstract

Developing learners’ literacy skills is one of the challenges faced by EFL teachers. This action research focuses on implementing content and language integrated learning (CLIL)-based reading activities to empower Indonesian EFL teachers in designing a basic literacy instruction in the form of in-class and out-of-class reading activities and to examine their professional learning experiences during the implementation of the action. Twenty secondary EFL teachers of a regency in East Java Province, Indonesia, participated in this research and engaged in 32-hour intervention activities comprising modelling, practice, reflection and action planning. CLIL aspects of cognition, content, communication, and culture were highlighted throughout the activities. The procedures of action research by Kemmis and McTaggart (2005) were conducted, covering the stages of planning, implementing, observing, and reflecting. Data was collected through field notes, lesson plan guidelines, and teacher reflective journals and qualitatively analyzed to examine how CLIL aspects were evident in the literacy activities and to what extent the 20 EFL teachers experienced professional learning during the study. The results of data analyses revealed that the teachers were empowered to design in-class and out-of-class reading activities by integrating the CLIL aspects into the activities. The action activities have also successfully helped teachers experience professional learning of designing various reading activities which can later be disseminated to their colleagues and students through their own action plans, supporting a focus on site-based practices and arrangements, an awareness of the learning complexity, and collaboration.
Cross-linguistic Influence of image schema on Chinese EFL learners’ acquisition of the spatial preposition ‘in’ Huang Xiaoqiong; Soo Ruey Shing
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.v13i1.156

Abstract

English spatial prepositions present challenges for EFL learners due to context dependence, lack of direct equivalence, conceptual differences, and other contributing factors. This study investigates how cross-linguistic similarities and differences in image schema relations between figure and ground (e.g., containment) influence Chinese EFL learners’ acquisition of preposition ‘in’, revealing the cognitive processes underlying conceptual transfer and its pedagogical implications. An explanatory sequential mixed-methods approach was employed, combining quantitative analysis from a picture-based test with qualitative insights from introspective interviews. A total of 150 Chinese university students, selected via a background questionnaire and a vocabulary test, were grouped into three English proficiency levels. The test examined learners’ use of ‘in’ across seven contexts, categorized according to cross-linguistic similarities and differences between ‘in’ and its Chinese equivalent ‘li’, based on container categorization and prototype theory. Cross-linguistic similarity and difference served as the independent variable, with proficiency functioning as a moderating factor. Semi-structured interviews explored the cognitive mechanisms underlying L1 conceptual transfer across four key themes. The results indicate that context and proficiency jointly influenced the use of ‘in’. Cross-linguistic similarities (e.g., Contexts I, IV, VI, VII) facilitated positive transfer, whereas differences (e.g., Contexts II, III, V) resulted in negative transfer. Although higher proficiency generally increased overall accuracy, Contexts II and III deviated from this pattern because learners were unaware of conceptual errors. The findings suggest that task-based learning, explicit instruction, and VR-enhanced input may help address conceptual transfer challenges, emphasizing the value of incorporating conceptual transfer theory into language teaching.
Enhancing academic writing pedagogy for university students in the AI age: Insights from a Delphi-based framework Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Taufiqulloh Taufiqulloh; Umar Fauzan; Nanan Abdul Manan; Nur Fathiyya Zahira Mujahidah
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.v13i1.169

Abstract

Academic writing is an essential skill for university students, but many find it challenging due to problems with coherence, argumentation, and genre. These problems are multidisciplinary and are exacerbated in multilingual educational settings. In response to these concerns and issues, this research adopted a Delphi-based approach to identify, assess, and validate best teaching strategies in Academic Writing. A Delphi method was used to determine the most successful teaching methods, moderated by a panel of 15 professionals specializing in academic writing. The verified approaches derived from this approach comprised process-oriented writing instruction, computer-based writing support, genre-based instruction, and metacognitive orientation training. A pilot study with 120 undergraduate participants was conducted to assess the feasibility of these expert-endorsed guidelines. Writing performance across aspects was significantly improved in the study, including coherence, argument development, lexical complexity, and overall organization (p < 0.001). Students reported highly positive perceptions of the modified teaching structure, with 87% favoring iterative writing and feedback and 79% citing benefits of AI technology; however, students also indicated a possible overreliance on technology. This paper demonstrates an integrated approach that incorporates the structural writing process, reflective learning, and digital development systems to enhance clarity, consistency, and efficiency in academic writing. Through students’ experience, this workplace validation has led to a malleable, adaptable model for enhancing pedagogy that can be applied across different university settings and serve the interests of students, curriculum design, and policymakers.
EFL educators’ engagement in professional development: Strategies and constraints Khairiah Syahabuddin; Teuku Zulfikar; Emawati Emawati; Cut Fadhilah Alfa Karim
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.v13i1.170

Abstract

Professional development is essential for English as a foreign language (EFL) lecturers as they navigate educational landscapes. Within the context of Islamic higher education institutions in Indonesia, these lecturers face distinctive cultural, institutional, and technological challenges that shape their teaching practices and professional growth. This study investigates the professional development trajectories of EFL lecturers, focusing on how they strengthen pedagogical competence and construct professional identity across diverse institutional settings. It also identifies key factors that support or hinder their development. The study employed focus group discussions with 20 EFL lecturers from four Islamic higher education institutions, three in Aceh and one in West Sumatra, Indonesia. Five lecturers from each institution participated, sharing their experiences, strategies, and challenges related to professional development. The data were analyzed using the standard procedure of qualitative research, which involves open, axial, and selective coding. The findings revealed that lecturers enhance their pedagogical competence through various avenues, including pursuing doctoral degrees and participation in academic activities such as seminars, workshops, conferences, research, and scholarly publications. These efforts contribute significantly to the development of their professional identity. However, lecturers face persistent challenges, including financial limitations, fluctuating motivation, and limited institutional support. This study underscores the complexity of professional development for EFL lecturers within Islamic higher education settings. By identifying the contextual factors, practices, and barriers involved, the research offers valuable implications for educators, administrators, and policymakers seeking to design more effective and supportive EFL teacher development programs.
Exploring self-efficacy among preservice English teachers in southeast Mexico Patricia Núñez-Mercado; Oscar Manuel Narváez-Trejo; Gabriela Guadalupe Estrada-Sánchez
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.v13i1.171

Abstract

Teachers’ self-efficacy is strongly associated with highly positive student outcomes. While research highlights the malleability of teachers’ self-efficacy beliefs during initial training and early career stages, a significant gap exists in understanding this construct within the specific context of Mexican English teacher education programs. This mixed-methods sequential design case study addresses this gap by looking into the self-efficacy beliefs of EFL preservice teachers enrolled in three teacher education programs at a public university in southeastern Mexico. For the quantitative stage, 71 preservice teachers answered the Teacher Sense of Self-Efficacy Scale. For the qualitative stage, semi-structured interviews were conducted with two purposively selected students from each program to gain deeper insights into the rationales underpinning their self-efficacy perceptions. Quantitative data were analyzed using descriptive statistics, and qualitative data using thematic analysis. The findings corroborate a higher sense of self-efficacy in instructional strategies (=4.0) and the lowest in classroom management, with disruptive behavior items scoring as low as 2.72. Student engagement was moderately high, particularly in fostering learners’ self-confidence (4.32). Qualitative data echoed this pattern: preservice teachers with more extensive teaching practice reported greater confidence, while those with limited experience struggled most. Furthermore, a more critical and reflective attitude towards their own capabilities was revealed among those actively pursuing further professional development. The results draw Mexican teacher education programs’ attention to prioritizing teaching practice experience, strengthening instruction in classroom management strategies, fostering collaborative learning opportunities, and reinforcing language proficiency. The present study provides valuable empirical evidence to inform curriculum design and pedagogical approaches that can enhance the quality of language education in the region.
Integrating the Direct Practice Approach to enhance HOTS in middle school English: Challenges and solutions Asnawi Muslem; Sofyan A Gani; Fani Safitri; Diana Achmad; Byabazaire Yusuf
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.v13i1.175

Abstract

This study examined the effectiveness of the Direct Practice Approach (DPA) in enhancing middle school English teachers’ ability to integrate higher-order thinking skills (HOTS) into classroom instruction. Using a mixed-methods design, 50 teachers were divided equally into experimental and control groups. The experimental group received DPA-based training, while the control group continued conventional teaching methods. Data were collected through pre- and post-tests using performance-based evaluations, supplemented by in-depth interviews with 15 experimental group teachers to explore implementation challenges and strategies. The results showed significant improvement in the experimental group’s HOTS application competence, with mean scores increasing from 64.96 to 82.96, compared to modest gains in the control group. Normalized gain scores confirmed the experimental group’s superior progress. Qualitative analysis revealed recurring challenges, including insufficient training, difficulties designing HOTS-based questions, limited resources, and low student motivation. Teachers addressed these through various strategies: professional development and active learning, the use of stimuli and visual aids, policy adjustments, collaborative lesson planning, and student-centered approaches such as problem-based learning (PBL). Effective methods included visual aids, Bloom’s taxonomy-based question design, and methodical scaffolding. The findings affirm the value of DPA in bridging the gap between theory and practice in HOTS instruction, empowering teachers to apply engaging, analytical, and reflective pedagogies. The study emphasizes the importance of structured training, peer collaboration, and accessible resources in sustaining teachers’ professional growth. These results suggest that structured, practice-focused professional development effectively equips educators to promote critical thinking and analytical skills in English classrooms.
Evaluating the effectiveness of an Android-based English e-module on senior high school students’ interest and achievement Yosa Novia Dewi; Yenni Rozimela; M Zaim
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.v13i1.177

Abstract

In the context of globalization and the rapid development of information and communication technology, mastering English has become an essential skill for high school students in Indonesia. However, students’ interest in learning and achievement in English is still below international standards. This research aims to develop and evaluate the validity, practicality, and effectiveness of an Android-based English e-module in increasing students’ learning interest and outcomes. This research uses a quantitative approach with a one-group pretest-posttest pre-experimental design. The e-module was developed using the 4D model (Define, Design, Develop, and Disseminate) and implemented with 90 tenth-grade students and six English teachers from three high schools in Pariaman, Indonesia. Data was collected through expert validation instruments, practicality questionnaires, learning interest questionnaires based on the ARCS model, and English language learning outcome tests covering listening, speaking, reading, and writing skills. The research results show that the e-module has a very high validity level (89.75%) and is considered very practical by students (81.90%) and teachers (90.40%). Students’ learning interest is in the high category (average 84%) with a large effect size (Cohen’s d=0.87). English language learning outcomes also increased significantly (p<0.001), with a moderate N-Gain score (0.63) and a large overall effect size (Cohen’s d=0.85). Although this study has limitations in terms of implementation duration and synchronous interaction, the findings indicate that the Android-based English e-module effectively supports student-centered English language learning at the high school level.
English language teacher educators’ practices of and approaches to early grade reading instruction in Ethiopia Elias Kuche Bande; Abate Demissie Gedamu; Wendiyfraw Wanna G/Medihin
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.v13i1.178

Abstract

English language teachers and students have faced challenges in teaching and learning early-grade reading (EGR) in Ethiopian primary schools. Deficiency of students’ reading skills at primary school can inevitably affect their later learning. To address these issues, an investigation of English language teacher educators’ practices of implementing early-grade reading instruction (EGRI) was required. This study specifically aims to find out the degree to which the teacher educators teach trainee teachers in EGR and the types of instructional approaches they favor in their EGR classrooms. To accomplish the study’s goals, a convergent parallel mixed methods design was employed. Using a purposive sampling technique, 56 educators from three teaching colleges in Ethiopia were included in the study. Questionnaire and observations were used as the instruments to collect data. In addition, three teacher educators’ classes were observed. The data was analyzed using descriptive and inferential statistics as well as thematic analysis. The results showed that teacher educators had moderate practice in teaching reading. In particular, they placed a greater emphasis on phonemic awareness and phonics than on fluency and comprehension training. Regarding the instructional approaches used, the questionnaire data revealed a stronger preference for the balanced approach, whereas the observation data showed a greater reliance on the phonics instructional approach. To better address the issue and provide significant insight into the current theory and practice of EGR, further study is necessary in light of these findings.
Empowering translanguaging practices to encourage language preservation and cultural awareness in vocational EFL classrooms Margana Margana; Yuyun Yulia; Lu&#039;luil Maknun; Eko Prasetyo Nugroho Saputro
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.v13i1.179

Abstract

This study examines the implementation of translanguaging in English as a Foreign Language (EFL) classrooms at vocational high schools in Bantul, Yogyakarta, Indonesia, with an emphasis on its role in supporting students’ comprehension, linguistic sensitivity, and cross-cultural awareness. Recognizing the multilingual reality of Indonesian education, this research specifically explores the students’ perceptions of translanguaging and the impact of its implementation in vocational EFL classrooms. Employing an explanatory sequential mixed methods design, data were collected from 2,171 students and 45 English teachers across ten vocational schools through questionnaires, classroom observations, and semi-structured interviews. This study’s findings revealed that most students perceived translanguaging as beneficial for enhancing confidence, motivation, and classroom participation. Additionally, the impact of translanguaging implementation included facilitating a more profound understanding, strengthening linguistic identities, and promoting cultural reflection. A comparative analysis across schools further demonstrated that flexible bilingual policies encouraged richer interaction and intercultural engagement, whereas monolingual English instructions tended to limit communication and comprehension. The study concludes that translanguaging serves not only as an effective pedagogical strategy but also as a sociocultural practice that supports language preservation and prepares students for multilingual professional environments. The findings further emphasize the importance of institutional support and teacher training in facilitating the effective and appropriate implementation of translanguaging in vocational EFL classrooms.

Page 2 of 7 | Total Record : 66

 1   2   3   4   5 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2026) Vol. 13 No. 1 (2026)