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
 3   4   5   6   7 
Investigating parental involvement and barriers shaping students’ English learning outcomes in the United Arab Emirates Areej ElSayary; Ghadah Al Murshidi; Noor Aisha; Maxwell Peprah Opoku; Ahmed Al Zaabi
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.v13i2.1079

Abstract

This study investigates how parental involvement (PI) influences students’ English language learning outcomes in the United Arab Emirates (UAE). Using a quantitative design, data were collected from 328 parents (69% mothers and 31% fathers) selected through randomized sampling across all seven emirates, representing diverse educational, social, and employment backgrounds. The study employed hierarchical multiple regression, linear regression, and mediation analysis to examine the predictive and indirect effects of parental engagement and barriers on English language achievement. The findings reveal that parental school involvement, homework follow-up, and parent-teacher interaction significantly enhance students’ English proficiency, with homework monitoring having the strongest effect, followed by parent-teacher interaction and school involvement. In contrast, parental barriers, such as time constraints, limited communication opportunities, and institutional obstacles, negatively affected students’ learning outcomes. Mediation analysis further confirmed that school-related challenges partially mediated the relationship between PI and English achievement, emphasizing the indirect effects of structural obstacles on learning performance. These findings underline that enhancing home–school partnerships and reducing institutional barriers can meaningfully strengthen students’ English language development. The study concludes with practical recommendations for policymakers, school leaders, and educators to design inclusive strategies that promote sustained parental engagement and equitable access to quality English education across the UAE. The study recommends structured parental engagement programs and school-based communication strategies to strengthen home–school partnerships and sustain English language achievement.
From fear to fluency: Examining anxiety in English language learners and strategies to minimize it Teuku Azhari; Ratri Candrasari; Dini Rizki; Dewi Kumala Sari; M. Nasir
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.v13i2.1080

Abstract

Language anxiety is a prevalent issue among English language learners (ELLs) and continues to negatively affect their language learning and performance. This study investigated key factors contributing to language anxiety and examined its influence on learners’ fluency and overall English proficiency. The study explored how anxiety manifests in learners and the strategies used to reduce its effects in the classroom. Employing a qualitative phenomenological design, the study was conducted at a university in Indonesia. The population consisted of 138 civil engineering students from four classes, of whom 66 were randomly selected as participants. In addition, four ELT lecturers who teach English on campus participated in this study. Data were collected through semi-structured interviews consisting of 15 guiding questions and analyzed using thematic analysis. The findings indicate that learners experienced heightened anxiety when they were required to speak in front of the class and when anticipating errors. Pronunciation difficulties, fear of peer judgment, and low self-efficacy were identified as the major contributing factors. Anxiety was found to significantly hinder fluency, manifesting in cognitive disruption, slow speech production, and loss of confidence, which often led learners to rely on memorization rather than spontaneous responses. To address these challenges, English language teachers implemented strategies such as pair work, small-group discussions, and positive reinforcement. These practices contributed to a more supportive learning environment and encouraged learner participation. Therefore, teachers should regularly integrate pair work and small-group discussions into their classes, and relevant institutions should offer training in anxiety-reduction strategies.
Exploring the use of technology-mediated peer learning: EFL instructors’ perspective Wagdi Rashad Ali Bin-Hady; Abduljalil Nasr Hazaea; Amal Abdelsattar Metwally; Jamal Kaid Mohammad Ali; Mohammad Abdullah Alhammad
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.v13i2.1090

Abstract

As digital technologies reshape educational practices, peer learning has gained renewed attention for its potential to promote collaboration, autonomy, and language development. Peer learning is recognized as an innovative learning strategy for its ability to enhance student learning outcomes, foster autonomy, and promote collaboration. This study responded to the rapid influx of digital technologies by introducing a pedagogical model, Technology-Mediated Peer Learning (TMPL), designed to foster peer interaction among students learning English as a Foreign Language (EFL). Using a qualitative approach, this study examined how EFL instructors used educational technologies in diverse global contexts to facilitate peer-based learning. More specifically, the study addresses two research objectives: (a) to identify the types of learning technologies (LTs) that EFL instructors can employ to enhance peer learning, and (b) to explore the mechanisms through which educational technologies facilitate peer learning among EFL students. Data were collected from 30 EFL instructors across different countries through an online discussion initiated on ResearchGate and LinkedIn. The data were thematically analyzed, revealing four core strategies EFL instructors employ to promote TMPL: using digital platforms, leveraging online resources, integrating multimedia tools, and designing collaborative activities. The analysis further demonstrates that these strategies can be operationalized through several educational technology functions, namely facilitating student interaction, fostering collaboration, enhancing communication, and developing language skills. Collectively, the study introduces TMPL as a unified model that functions as a dynamic mechanism for promoting student-centered learning, effectively bridging peer learning theory and digital technology. The study encourages EFL instructors to use technology as an active mediator of peer interaction, facilitate collaborative meaning-making, and enhance language skills through sustained, technology-mediated peer engagement in authentic learning contexts.
Designing and validating a podcast-assisted project-based learning procedure for EFL speaking development Rafi’ah Nur; Mutmainna Muinuddin M Dyah; Ammang Latifa; Amaluddin Amaluddin; Areski Wahid; Rusdiana Junaid
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.v13i2.1092

Abstract

This study designed, validated, and refined a podcast-assisted Project-Based Learning (PjBL) instructional procedure for EFL speaking development in an Indonesian higher-education context. Framed as model development within a descriptive–exploratory educational design research/design-and-development research approach, the study produced an initial prototype specifying learning activities and sequencing, then subjected the procedure to expert review and iterative refinement. Two expert validators evaluated the model using a 5-point validation rubric comprising 16 indicators covering key instructional components (Introduction, Core, Closing, and Assessment) and four criteria (logicality, appropriateness, alignment, and non-controversiality), complemented by open-ended comments to guide revisions. Quantitative ratings were analyzed using the Content Validity Index (CVI) and Aiken’s V, supported by descriptive summaries and agreement metrics. Findings indicate excellent content validity: all indicators met the relevance criterion (I-CVI = 1.00; S-CVI/Ave = 1.00; S-CVI/UA = 1.00). Aiken’s V coefficients ranged from 0.75 to 1.00, with a mean of 0.898 (≈0.90), and the overall feasibility/appropriateness rating was high (M = 4.59/5). Feedback from, the validators informed targeted refinements, particularly strengthening the production-oriented Core phase by clarifying scaffolding and integrating an explicit feedback–revision cycle, including an individual (solo) podcast recording task. The final model organizes instruction into three connected phases (Introduction–Core–End) with assessment embedded across phases, offering a validated, classroom-ready procedure for integrating authentic audio input and project-based speaking production. The findings have important implications for teachers who wish to explore alternative ways to teach language using digital and project-based methods.
Learning English in unprivileged Ecuadorian contexts: Parents’ perceptions and attitudes in early education Gabriela Galeas; Sandy Cedeño; Keren Mendoza; Gabriela Paredes; Johnny Briones
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.v13i2.1093

Abstract

Teaching English at pre-primary levels is widely observed in more privileged educational contexts, where stakeholders view it positively. The purpose of this study is to examine the perceptions and attitudes of a group of parents (or guardians) regarding the introduction of English into public preschool education. This mixed-methods research study examined the perceptions and attitudes of 263 parents from three public kindergartens in Ecuador, whose children were learning English as part of an English program implemented by a public university for approximately four months. A 10-item Likert scale questionnaire (Cronbach’s alpha = 0.98) and an open-ended question questionnaire were employed at the end of the English program. Quantitative data were analyzed descriptively, and qualitative data were treated thematically. Research data showed that parents appear to be positive about the benefits of learning English and its integration at an early age. The findings also revealed that guardians witnessed and perceived cognitive and social benefits of learning English in preschool. Additionally, parents provide information on ways to support English learning at home, regardless of their socioeconomic status. This paper concludes by discussing the implications of parents as key stakeholders in supporting English in early education in the Ecuadorian context, as well as their role in bridging gaps in learning opportunities, and the introduction of English in strategic and vulnerable contexts. Therefore, understanding parents’ perceptions of early English instruction empowers policymakers to design preschool curricula that are culturally responsive, widely accepted, and grounded in the real needs and expectations of the community.
The debate between the Baṣrah and Kūfah Schools in Naḥw: A critical discourse analysis of political interests M. Abdul Hamid; Segaf Baharun; Lateef Onireti Ibraheem; Kaharuddin; Muhamad Syahril; Ubay Ubay
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.v13i2.1099

Abstract

The language contains an ideology that is connected to power and domination. This is because language is used depending on a particular ideological point of view and the actions of those holding power. Likewise, the differences in the schools’ (understandings) of Naḥw Baṣrah and Kūfah are also influenced by their users’ ideology and power dominance. Therefore, this study discusses the ideological dimensions and political interests in the debate between the schools of Naḥw Baṣrah and Kūfah. This study uses the critical discourse analysis (CDA) method on the corpus of literature and dialogues of central figures, such as Sībawayh and al-Kisāʾī, to discuss discursive practices that describe power construction and delegitimization strategies between schools. The results of this study indicate that the methodological differences between the normative Baṣrah and the flexible Kūfah are manifestations of ideological disputes and political interests that affect their legitimacy, not only linguistic. The delegitimization strategy is a symbolic domination tool to protect each group’s intellectual authority. Therefore, the implications of this research emphasize the urgency of estimating the ideological and political background in the study of Naḥw science, especially in interpreting the polemics of the Baṣrah and Kūfah schools, so that the linguistic approach can be more comprehensive and critical of the socio-historical context.
Indirectness and politeness in request strategies of Javanese male Indonesian EFL learners Dewi Cahyaningrum; Djatmika; Joko Nurkamto
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.v13i2.1100

Abstract

This study examined how Javanese male EFL learners employed indirectness and politeness strategies when making requests in formal contexts. It drew on the frameworks of Searle (1975), Trosborg (1994), and Brown and Levinson (1987) to explore how learners manage face-threatening acts (FTAs) using pragmalinguistic devices. The analysis focused on head acts (core requests) and external modifications. Using a qualitative case study design, four male university students from Central Java, Indonesia, were involved as participants. Data were collected through role-play tasks and interviews and analyzed using Miles and Huberman’s (2014) model. The findings showed that the learners preferred conventionally indirect strategies (56.25%), often employing politeness markers and expressions of ability to mitigate the FTAs and respect the hearer’s autonomy. Direct strategies (43.75%) were less common and primarily occurred in urgent situations but were mitigated with politeness markers. External modifications, particularly supportive reasons, appeared in 81.25% of cases, highlighting a strong orientation towards respecting the hearer’s autonomy, or ‘negative face’. This pattern reflects sensitivity to formal contexts, supporting Brown and Levinson’s claim that politeness strategies support smoother interactions in such settings. These results challenge the stereotype that male speakers tend to be more direct. Instead, the participants prioritized indirectness and external modifications, influenced by contextual factors and cultural values such as 'andhap asor' (humility) and 'tepa selira' (empathy), which promote social harmony and minimize confrontation. This study highlights the roles of culture, gender, and context in shaping politeness strategies.
Discovering the communicative functions of cybertextual contexts in digital media environments: A sociosemiotic multimodal perspective R. Kunjana Rahardi; Faizal Risdianto; Budi Purnomo; Ita Fitriana; Mezia Kemala Sari; Dian Rianita; Jumanto
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.v13i2.1101

Abstract

Context plays a crucial role in language use, as it shapes the meaning of text interaction or communication. The exploration of the conceptualization of contexts in contemporary language studies, including cybertextual contexts, has long been debated among linguists. With the emergence of computer-mediated communication, social identity cues within cybertextual contexts have become an important area of inquiry. This research examined cyberpragmatics by analyzing textual environments through a socio-semiotic multimodal lens. Drawing on Leech’s perspective on general pragmatics, the notion of ‘context’ acquires a broader dimension, encompassing the circumstances surrounding digital interactions beyond the immediate social environment. This study employed online observation, expert-based selection, verification, classification, and interpretation to discover the communicative functions of the cybertextual contexts in the digital media environment. Based on a socio-semiotic multimodal analysis of six multimodality cybertextual contexts data, the findings identified six functions of cybertextual contexts: (1) providing background for intent delivery, (2) affirming intent delivery, (3) illustrating intent delivery, (4) shaping intent interpretation, (5) complementing intent conveyance, and (6) describing intent and meaning. Theoretically, this research highlighted the roles of visual, spatial, gestural, and aural contexts within cyberpragmatics. Empirically, this research illustrates the relationship between language and context in digital environments to uncover the evolving nature of communication in cyberspace.
Translating taste: A linguistic and gastronomic analysis of traditional dish names on menus Retno Wulandari Setyaningsih; Haru Deliana Dewi; Doni Jaya
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.v13i2.1102

Abstract

Surabaya has been recognized as one of the best culinary cities in ASEAN according to TasteAtlas 2023/2024, particularly for its traditional dishes and authentic dining establishments. However, various English translations of the same traditional dishes appear across restaurant menus, potentially influencing foreign tourists’ perception of Indonesian cuisine. This study investigates the English usage and gastronomic elements embedded in the translation of traditional dish names on restaurant menus. Drawing on a dataset of 315 traditional dishes and their English translations extracted from 35 menus of four- and five-star hotels in Surabaya, this research applies AntConc software to analyze vocabulary frequency, collocation patterns, keyword distribution, and clusters. The linguistic patterns are examined alongside seven gastronomic elements: ingredients, cooking methods, appearance, flavors, the name of the dish’s creator, geographical origin, and transliteration, to evaluate how informative and persuasive functions are fulfilled. The findings show that the vocabulary used in the translations is relatively limited and repetitive, dominated by nouns denoting ingredients and past participle verbs denoting cooking methods. Six gastronomic elements appear frequently, with transliteration being the least utilized and the creator’s name absent. These results indicate that current translations prioritize informative over persuasive functions. The study suggests that menu translations should be standardized and incorporate gastronomic elements that enhance persuasive appeal to support culinary tourism.
Using artificial intelligence as a revitalisation tool for the sustainability of endangered languages: Young linguists' voices Humaira Irfan; Maya Khemlani David; Syeda Rabia Tahir; Nurah Alfares
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.v13i2.1103

Abstract

This study explored the transformative potential of artificial intelligence (AI) powered language learning approaches in preserving endangered languages and maintaining linguistic and cultural diversity in Pakistan for sustainable pedagogy and acquisition of these languages. As emphasised by UNESCO, nearly half of the world's 7,000 languages are at risk of extinction, with more than 200 lost between 1950 and 2010, reflecting an alarming decline in global cultural and linguistic heritage. Employing a qualitative research design, the investigation captured the perspectives of 20 young linguists who participated in an open-ended survey. They currently teach at public and private universities in Lahore, Punjab, Pakistan, representing a small but information-rich group engaged in academic and applied linguistic work. Data were collected through an open-ended survey instrument consisting of two sections: demographic information (Part A) and participants’ views on endangered languages and AI (Part B). The results revealed that participants viewed AI as a catalyst for revitalising endangered languages through the creation, conception, and development of language instructional materials, including articles, narratives, and interactive learning resources in endangered languages. They also highlighted the value of AI-driven applications in providing immersive, collaborative, and language-enhancing tools, such as innovative language lessons, exercises, quizzes, and gamified activities personalised to regional vernaculars. Furthermore, they visualised that any developments in machine learning, natural language processing, real-time translation, speech recognition, and context-aware AI systems, particularly those sensitive to dialectal variation, will play a pivotal role in the sustainable preservation of endangered languages, especially within the educational and language-teaching contexts of Pakistan.

Page 6 of 7 | Total Record : 66

 3   4   5   6   7 

Filter by Year

2026 2026


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