Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Pioneer: Journal of Language and Literature Lead Journal
Yuliana Angreini Syafruddin
Universitas Syiah Kuala
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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UNVEILING ENGLISH SPEAKING ANXIETY AMONG EFL LEARNERS IN BANDA ACEH Annisa Siddik; Yuliana Angreini Syafruddin
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.20354

Abstract

Speaking is a crucial skill in English language learning; however, many learners experience anxiety that hinders their performance and participation. Grounded in Foreign Language Anxiety theory, this study aims to explore the types and underlying causes of English-speaking anxiety among tenth-grade students at SMAN 5 Banda Aceh in the 2025/2026 academic year. Employing a qualitative descriptive case study design, data were collected through semi-structured interviews with 14 students identified as experiencing speaking anxiety. The findings reveal three major forms of anxiety: fear of negative evaluation, communication apprehension, and test anxiety, with fear of negative evaluation emerging as the most dominant factor. This suggests that students are particularly concerned about being judged by peers and teachers during speaking activities. Furthermore, several contributing factors were identified, including fear of making mistakes, limited vocabulary, difficulties in pronunciation, and low self-confidence. These factors interact to create a psychological barrier that limits students’ willingness to engage in oral communication. The study concludes that English-speaking anxiety significantly influences students’ classroom participation and overall speaking development. The findings highlight the importance of fostering a supportive and non-threatening classroom environment, where students feel safe to express themselves without fear of judgment. Pedagogical implications include the need for teachers to adopt anxiety-reducing strategies, such as positive feedback, scaffolding techniques, and communicative activities that promote confidence and gradual language development.
Integrating AI tools in EFL writing Yuliana Angreini Syafruddin
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7199

Abstract

AI-assisted language learning tools such as Grammarly and ChatGPT are increasingly used in English as a Foreign Language (EFL) writing classrooms to support linguistic accuracy and drafting efficiency. However, their role in fostering critical thinking and cultural awareness remains insufficiently explored. This qualitative study investigates how undergraduate English majors at Syiah Kuala University, Indonesia, integrate Grammarly and ChatGPT into their academic writing and how cultural bias in AI-generated suggestions is recognized and addressed. Data were collected from AI-mediated students’ writing samples and semi-structured interviews and analyzed using perspectives from second language acquisition and cross-cultural communication. The findings reveal that while AI tools contribute to improved grammatical precision and lexical accuracy, they frequently generalize or flatten culturally embedded meanings, resulting in texts that are linguistically polished but culturally superficial when adopted uncritically. The study further shows that explicit pedagogical interventions, including guided reflection and critical prompts, enable students to evaluate AI feedback more critically and reinsert local cultural perspectives into their writing. These findings highlight the essential role of educators in mediating AI use and suggest that effective integration of AI in EFL writing requires balancing linguistic accuracy with the development of critical thinking and cultural literacy.
Co-Authors Annisa Siddik