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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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Linguistic landscape and second language vocabulary acquisition: A sociolinguistic inquiry into student experiences Bakr Bagash Mansour Ahmed Al-Sofi
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.v13i1.218

Abstract

Linguistic landscape (LL) can play a crucial role in language learning, including vocabulary acquisition. The present mixed-methods study addresses three key objectives: (a) investigating the extent to which the LL provides opportunities for incidental vocabulary acquisition among Saudi Science and Engineering Track (SSET) students, (b) identifying the students’ perceptions regarding the LL’s in developing vocabulary acquisition and vocabulary-based skills, and (c) determining the best strategies for retaining LL vocabulary. Data were collected in a two-phase process: initial photographic documentation by students, who gathered 476 signs from public and commercial spheres in the Saudi LL from various cities in the Saudi regions, including Bisha, Abha, Jazan, Jeddah, Riyadh, Al-Baha, Taif, Dammam, Al-Ula, Hafr Al-Batin, and Tabuk. Data were also collected through an online questionnaire administered to the same students to assess their perceptions regarding the LL’s role in enhancing their vocabulary acquisition. Content analysis and preliminary descriptive statistics were employed to analyze the collected data. The results revealed that the LL played a crucial role in enhancing various aspects of students’ vocabulary acquisition, and the participants held positive perceptions of its potential. Furthermore, several helpful strategies were identified for vocabulary retention. This foundational study highlights LL’s importance in the Saudi context, serving as a critical resource that stakeholders should integrate alongside traditional classroom materials to foster students’ language skills.
Tunjuk Ajar Melayu in Riau Malay syair: An ecocritical study Ermawati S; Andayani Andayani; Nugraheni Eko Wardani
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.v13i1.219

Abstract

This study explores ecological values and environmental awareness embedded in the verses of Riau Malay syair (a traditional form of poetry) through an ecocritical lens. Syair, as a distinctive form of traditional Malay poetry, serves as a cultural vessel for moral guidance and collective memory. Employing a qualitative descriptive approach, this research drew on observational data and textual analysis. The primary sources consisted of two works by Tenas Effendy, from which lines of syair were selected as the research data. These data were examined using an interactive process that involved data reduction, data display, and conclusion drawing. The findings revealed that Malay elders and cultural leaders have long expressed concern for environmental issues in Riau by embedding ecological counsel, tunjuk ajar, within syair. The ecological values identified include advice, encouragement, prohibitions, and warnings related to environmental management and conservation. Environmental awareness is articulated through deliberate word choices that reflect ecological challenges faced by the community. From an ecocritical perspective, the results align with Garrard’s framework, with thematic categories emerging in the form of pollution, wilderness, apocalypse, animals, and the earth. These findings highlight the wisdom of the Malay community in upholding environmental balance. Beyond contributing to scholarly understanding of Tunjuk Ajar Melayu and Malay cultural heritage, this study also reinforces public awareness of the importance of environmental conservation.
Examining the entanglement of cognition and sociomaterial world in students’ sociodramatic play Eka Margianti Sagimin; Setiono Sugiharto; Anna Marietta da Silva
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.v13i1.221

Abstract

This study aims to investigate how adult EFL learners entangle with cognition and the sociomaterial world in a multimodal context, forming an interconnectedness among them all in the process of learning and acquiring English through sociodramatic play performance. Drawing on a multidisciplinary perspective, this study incorporates the notions of sociocognitive, somaesthetic, spatial repertoires, and artifact as multimodality into a unified assemblage. Ten English Literature students participated as actors in a sociodramatic play project. The objectives are: 1) to explore in what way(s) adult EFL learners entangle with cognition and sociomaterial world in a sociodramatic play; 2) to investigate how this entanglement contributes to the learners’ meaning-making during the learning process. A qualitative classroom ethnography methodology was adopted, using data collected through direct classroom observation, field notes, video recordings, and in-depth interviews. The findings show that EFL classrooms can transform the manifestation of learning through cognition and sociomaterial world into a meaning-making process, which scaffolds the learning and teaching of English through various modes in an assemblage. The findings indicate that all learners were able to stimulate their cognitive processes and embody these through body positioning, resulting in more effective dialogue production. The study foregrounds the importance of recognizing that language learning is not solely a cognitive process, but also involves the entanglement of cognition and the sociomaterial world as integral factors that support language acquisition and learning opportunities.
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.

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