Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal ENGLISH FRANCA : Academic Journal of English Language and Education ETERNAL: English Teaching Journal
Kani Sulam Taufik
Universitas PGRI Delta Sidoarjo
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Employing Teacher Feedback as a Strategy to Mitigate Learners’ Speaking Anxiety: A Case Study Arif Rachman; Siti Aisyah; Kani Sulam Taufik
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16333

Abstract

This study investigates the effect of teacher feedback on speaking anxiety among secondary school ESL students. Speaking anxiety is one of the major challenges faced by students when required to speak English in class, often hindering their oral communication development. The study involved 120 participants, consisting of 100 students and 20 English teachers. Employing a qualitative case study design, data were collected using three main instruments: semi-structured interview guidelines, a structured classroom observation checklist, and students’ reflective journal prompts. The interview protocol explored participants’ perceptions of feedback and its influence on their confidence and anxiety. The observation checklist documented the type, timing, tone, and delivery mode of teacher feedback, as well as students’ immediate behavioral reactions. Reflective journals captured students’ personal emotional responses to feedback during speaking activities. The findings reveal that supportive, empathetic, and constructive feedback significantly reduced students’ speaking anxiety, increased self-confidence, and encouraged active participation in oral tasks. A positive classroom atmosphere characterized by respectful teacher–student interaction further enabled learners to engage in speaking without fear of negative judgment. In contrast, harsh or overly critical feedback, particularly when delivered publicly, tended to trigger embarrassment and heightened anxiety. The study also highlights the importance of balancing corrective and supportive feedback while remaining sensitive to individual and gender differences, as students’ perceptions of feedback mediated its emotional impact and willingness to communicate. Teacher feedback functions not only as a pedagogical tool for improving linguistic accuracy but also as an affective support mechanism that shapes students’ emotional readiness to speak in a second language. Emotionally responsive feedback practices are therefore essential in ESL classrooms.
Analysis of Peer Feedback Effects on Students’ Achievement in Writing Fantasy Stories Eka Noftriana Ciptaningdiah; Siti Aisyah; Kani Sulam Taufik
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2936

Abstract

This study aims to examine the effectiveness of peer feedback in improving Grade 11 students’ achievement in writing fantasy stories.. The research used purposive sampling with 36 participants. Employing a mixed-methods approach, the study combines quantitative analysis of pre-test and post-test writing scores with qualitative insights from questionnaires and interviews to examine both the measurable impact and students’ perceptions of peer feedback in writing fantasy stories. Quantitative results revealed a statistically significant improvement in students’ writing performance, with the mean score increasing from M = 87.86 (SD = 2.58) on the pre-test to M = 92.56 (SD = 2.27) on the post-test, representing an approximate 14,67% gain (p < .01). Qualitative findings reveal that students perceive peer feedback as beneficial for enhancing creativity, structure, and idea development in their fantasy stories, as well as for fostering critical thinking and collaboration. The findings suggest that integrating peer feedback into writing instruction can enhance both students’ linguistic skills and creative engagement.
Co-Authors Arif Rachman Eka Noftriana Ciptaningdiah Siti Aisyah