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All Journal LETS: Journal of Linguistics and English Teaching Studies ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Rahmi Rahmi
Universitas Islam Negeri Ar-Raniry Banda Aceh
Education Languange, Linguistic, Communication & Media

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SOURCES OF SELF-EFFICACY INFLUENCING ENGLISH SPEAKING SKILLS OF EFL LEARNERS Rahmi Rahmi; Intan Raihana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.19500

Abstract

Self-efficacy is a crucial factor in English language learning because it can support students’ performance. This study aims to investigate the sources of self-efficacy influencing the speaking skills of EFL students. This research was carried out at a university in Aceh province, Indonesia. This study used a qualitative approach and involved four EFL teaching program students who completed a public speaking class as participants. The data were collected through semi-structured interviews, which were analyzed qualitatively through three concurrent flows of activity, including data condensation/reduction, data display, and conclusion drawing/verification. Bandura's (1997) theory was used to categorize the sources of the students' self-efficacy. The results show that four sources of self-efficacy had a role in shaping the EFL students' performance in speaking, including their mastery experiences, such as working as reporters and presenting in front of their peers; their vicarious experiences from local and online contexts; their psychological states; and verbal persuasions that they got from parents, friends, and lecturers.
Student Passivity and Classroom Participation in EFL Classrooms: Teachers' Perspectives on Contributing Factors and Instructional Strategies in Aceh, Indonesia Rahmi Rahmi; Ihya Hasnati
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2192

Abstract

This study investigated teachers’ perceptions of the factors contributing to student passivity in English as a Foreign Language (EFL) classrooms and the strategies they employed to promote active classroom participation in Aceh, Indonesia. Adopting a qualitative descriptive design, data were collected through semi-structured interviews with five EFL teachers from two junior high schools in Southwest Aceh. The interview data were analyzed using the interactive model of data analysis proposed by Miles, Huberman, and Saldaña, involving data reduction, data display, and conclusion drawing. The findings revealed that teachers generally conceptualized student passivity as limited behavioral engagement characterized by silence, reluctance to respond, and low involvement in classroom activities. Teachers identified psychological, linguistic, motivational, and contextual factors as contributing to student passivity. To address this issue, teachers reported implementing collaborative group work, game-based learning activities, and technology-enhanced instruction. These findings demonstrate how teachers interpreted the causes of student passivity and responded through instructional practices aimed at increasing participation. This study contributes to the EFL literature by providing context-specific insights into student passivity in Aceh, an underexplored educational setting, and by demonstrating how teachers interpreted and responded to passive participation. The findings offer practical implications for EFL teachers, teacher educators, and policymakers seeking to foster more active classroom participation.
Co-Authors Ihya Hasnati Intan Raihana