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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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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.
The interplay between L2 students’ self-efficacy and engagement in English medium instruction classes Tham My Duong; Sum Truong Do; Thao Quoc Tran
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.v13i2.1070

Abstract

English Medium Instruction (EMI) has been adopted in various training programs, as it is believed to enhance students’ English proficiency and subject knowledge; however, research on EFL students’ self-efficacy and engagement in EMI in EFL contexts remains underexplored. This study aimed to explore the levels of self-efficacy and engagement among foreign language (L2) students in EMI classes at a Vietnamese tertiary institution and examine the relationship between these two aspects. Specifically, an embedded mixed-methods design combining quantitative survey data from 173 L2 students with qualitative semi-structured interviews from 10 participants was employed. The findings revealed that L2 students displayed moderate self-efficacy in EMI contexts, with variations across distinct self-efficacy elements, resulting in varied levels of engagement. The results also indicated that reinforcing students’ confidence through clear goal-setting, constructive feedback, and anxiety-diminishment strategies could foster higher levels of engagement in EMI settings. Additionally, a strong, positive, and statistically significant correlation between L2 students’ self-efficacy and their engagement in EMI classes was found. This study concluded that L2 students’ self-efficacy strongly influenced their engagement in EMI contexts, and their high levels of confidence could enhance their participation and learning outcomes. Pedagogical recommendations are also discussed to enhance the effectiveness of EMI in light of relevant learning factors.
Transforming early language learning: Augmented reality flashcards for enhancing English vocabulary for young learners Erwin Rahayu Saputra; Seni Apriliya; Dwi Alia; Karmila Rafiqah Binti Mohd Rafiq Anbarasan; Zahara Fajriati Nizar
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.v13i2.1071

Abstract

With the prevalence of digital technologies worldwide, their inclusion to increase student motivation and comprehension in English vocabulary, especially at the elementary level, is an important factor. This paper aims to explore how to develop Augmented Reality (AR)-based learning media as a fun tool for learning vocabulary. This study focuses on developing an AR-based flashcard that uses three-dimensional (3D) visualization and native-speaker audio for pronunciation to help elementary learners master English vocabulary and increase engagement. Applying a Research and Development (R&D) approach with the ADDIE model, five systematic phases (needs analysis, design, development, implementation, and evaluation) involving diverse participants (students, teachers, and experts) and multiple methods (interviews, surveys, expert validation, and classroom observations) were conducted. The result shows that AR-based flashcards can enhance students’ vocabulary mastery by providing interesting and engaging 3D content and native-speaker audio pronunciation as sensory enhancements. This innovative research on the combination of an interactive 3D visualization and an audio supplement provides students with more effective assistance in mastering English vocabulary. Furthermore, this research can serve as a reference for developing innovative, technology-driven learning tools that address current educational needs. The result indicates that AR-based learning media can be used effectively to enhance students’ motivation to learn English vocabulary, thereby improving their learning outcomes in the early stages of language education.
Exploring the relationship between peer feedback, writing and self-actualization in tertiary level EFL students Rubini Radza; Rohaya binti Abdullah
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.v13i2.1072

Abstract

This study was conducted to investigate the impact of peer feedback on writing skills and self-actualization, to address a research gap, particularly where the combination of these variables is underexplored. A qualitative research design that employs purposive sampling methods, document analysis, and in-depth interview sessions was adopted in this study. The participants were 10 international students from 10 different countries who were studying at a private higher learning institution in Kedah, Malaysia. The participants wrote essays, feedback, and reflective journals, and went through a one-on-one interview session. Based on the results gained from thematic analysis, this study showed that different participants respond differently (positive, negative, and neutral) to peer feedback (PF); some students agree that PF could have a significant impact on their writing skills and self-development as feedback givers as well as receivers. A few students struggled with accepting the ideas of others. They responded defensively in writing, while some students expressed that PF does not affect their writing performance or personal development. The fundamental findings of this study demonstrated that the practice of PF in EFL classrooms in the mentioned context should be cultivated as a continued practice to ensure familiarity with its techniques and to benefit from its usage by enhancing writing skills.
Generative AI in academic writing: Student reflections on using ChatGPT for thesis proposal development La Sunra; Andi Muhammad Irawan; Andi Asrifan; Sivaraja Sadhasivam
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.v13i2.1073

Abstract

The swift rise of generative artificial intelligence (AI) has revolutionized academic writing methods, with systems like ChatGPT becoming widely incorporated into higher education settings. Although current research has explored AI-assisted writing in essays and other general academic assignments, there has been no focus on its role in thesis proposal preparation, a genre that requires both linguistic precision and methodological clarity. This study examines postgraduate students’ reflections on their use of ChatGPT for drafting thesis proposals at one of the universities in Indonesia. Employing a qualitative case study approach, data were gathered through semi-structured interviews and document analysis involving eight students who utilized ChatGPT in their writing process. The results indicate that ChatGPT enhanced efficiency by decreasing drafting time, facilitated idea formation through varied views, and fostered creativity and vocabulary development. Students demonstrated adaptive prompting strategies and ethical awareness by verifying AI outputs. Through the lens of reflective practice in analyzing the data, the students’ reflections illustrated varying levels—from descriptive to critical—of engagement with AI as a cognitive and ethical collaborator in writing thesis proposals. The study concludes that structured reflection enhances students’ metacognitive regulation and ethical literacy in AI-assisted thesis writing. These findings contribute to the growing discourse on responsible AI integration in postgraduate academic writing contexts. Additionally, the study offers pedagogical implications for supervisors and institutions in guiding reflective and ethical use of generative AI tools.
Interactive oral assessment in initial teacher education: Insights from pre-service teachers in Brunei Desmond Chia Chun Tan
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.v13i2.1074

Abstract

This study explores pre-service teachers’ (PST) perceptions and reflections of a formative Interactive Oral Assessment (IOA). Conventional assessment methods frequently fail to properly engage PSTs and tackle the emerging issue of academic dishonesty in the age of AI-assisted work. Driven by the need to promote academic integrity and workplace readiness, IOA is increasingly used as an alternative assessment approach in higher education institutions. This study reports the findings from a pilot study of 59 PSTs aimed at gathering their perceptions and reflections of their formative IOA experience in preparation for the summative IOA. The main data collection method was an online survey. The findings revealed that the majority of PSTs found IOA to be highly engaging and relevant in promoting critical reflection on their action research project in developing professional communication skills for different audiences. Scaffolded activities and formative feedback were essential supports that helped reduce anxiety and improve PSTs’ readiness for the summative IOA. Some PSTs expressed concerns regarding the rigidity and alignment of the IOA with actual workplace scenarios. The study concludes that IOA can serve as a promising complementary assessment tool for action research projects. The study contributes to emerging IOA literature by offering insights into how formative IOA can promote academic integrity and develop PSTs’ professional competencies, with implications for enhancing authenticity and integrity in higher-education assessments and informing innovative practices in teacher preparation.
Machine translation errors as learning resources: Developing an English-Indonesian dataset for English language teaching Firqo Amelia; Aenor Rofek; Evynurul Laily Zen
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.v13i2.1076

Abstract

This study aims to develop an Indonesian Grammatical Error Correction (GEC) dataset using Statistical Machine Translation (SMT) and Sederet.com as the primary source of grammatical errors. Additionally, this research seeks to identify the types of errors in Indonesian translations of English sentences produced by Machine Translation (MT) that can serve as learning resources in English language teaching. This study extracts data from social media (X) as texts and processes them across three main stages to construct a GEC dataset. The first stage involves data collection, comprising the source, target, and control texts. The second stage consists of translation error analysis, which is conducted using Nord’s (2005) Translation Problems Theory. The third stage involves data annotation, which is performed using the UAM CorpusTool software. To identify translation errors, this study compared MT translations with those of professional translators, which were then validated by professional editors. The findings revealed that linguistic errors, particularly those related to semantics, diction, synonymy, conjunctions, and prepositions, were the most prevalent and relevant categories for inclusion in the dataset. These errors were identified through comparisons between the target and control texts and were subsequently annotated. Through the stages of schema creation, data input, error labelling, and correction insertion, a fully annotated corpus was produced. The implications of this study extend to both research and pedagogy. The dataset model supports the advancement of Indonesian GEC systems and offers teachers authentic materials to engage learners in translation-based activities.
Addressing multimodality in culturally responsive pedagogy: A case study of Indonesian primary EFL classrooms Idaryani; Lynde Tan
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.v13i2.1077

Abstract

This paper aims to examine a range of semiotic modes used in Culturally Responsive Pedagogy (CRP) by two English language teachers in teaching young EFL learners in Lhokseumawe, Aceh, Indonesia. It evaluated the contributing factors in applying the diverse modes, drew the implications, and proposed practical solutions for effectively integrating CRP within an Indonesian primary school setting. Data were gathered through classroom observations and semi-structured interviews. The observations focused on one fifth-grade and one sixth-grade classroom, supplemented by approximately four hours of audio-recorded classroom observations. The findings revealed the dominant inhibiting factors in incorporating multimodal literacy into the presentation of CRP. The significant issue was a lack of teachers’ skills and knowledge to adopt various modes that engage with young learners. The use of multimodal texts, such as images and gestures, remained limited, with a predominant reliance on traditional text-based methods and endorsed textbooks. Furthermore, the teachers struggled to connect CRP with students’ real-life experiences, which is essential for promoting engagement and understanding. Consequently, when teachers failed to leverage the unique characteristics of young students, the learning environment was often tedious and stressful for both teachers and learners. The study emphasizes the need for targeted professional development to enhance teachers’ knowledge and skills in multimodal literacies, facilitating more effective CRP delivery to young learners. The implications and practical solutions to these challenges are thoroughly discussed, highlighting the significance of adapting teaching practices by teachers to meet the needs of young EFL learners.

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