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All Journal JETA (Journal of English Teaching and Applied Linguistic) Journal of English Language and Education
Tania Syafutri
Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Humanities Education Languange, Linguistic, Communication & Media Other

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Framing and Word Choice in Listening Audio: Analyzing Language Learners' Perceptions Tania Syafutri; Pahrozi Ahmad; Rezky Atri Oktarin; Ejontomi Afrizon
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2623

Abstract

This study emphasizes how crucial it is to comprehend how language generates meaning in listening comprehension. However, the way that word choice and framing in listening materials affect students' views and interpretations of social concerns has received barely any attention in prior research. The impact of word choice and framing on learners' perceptions and interpretations has frequently been ignored in prior study. This study uses Goffman's (1974) theory. A qualitative method was used with 20 college students aged 18-22. Data were collected through listening response tasks, reflective journals, and semi-structured interviews based on an audio about bullying from Listen A Minute, and analysed using thematic analysis across three levels: explanation, interpretation, and description. The results show that word choices provide powerful emotional frames that depict bullies as authoritative characters and victims as psychologically harmed. Pupils tended to believe the story as true and concentrated more on empathy than critical analysis. The study comes to the conclusion that including critical listening techniques is crucial to assisting students in comprehending how language influences ideology, emotion, and social meaning.
FACTORS AFFECTING STUDENTS’ ANXIETY IN SPEAKING FOR DAILY CONTEXT (A STUDY OF THE SECOND SEMESTER ENGLISH STUDENTS AT THE ENGLISH EDUCATION STUDY PROGRAM OF FATMAWATI SUKARNO ISLAMIC STATE UNIVERSITY IN ACADEMIC YEAR 2025/2026) Ejontomi Afrizon; Rezky Atri Oktarin; Pahrozi Ahmad; Tania Syafutri
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/1vp88585

Abstract

This study investigated the factors affecting students’ anxiety in speaking for daily context among second-semester students in an English Education Study Program. Speaking anxiety remains a common challenge in English as a Foreign Language (EFL) learning, particularly in spontaneous communication. The study aimed to identify the level of students’ speaking anxiety, determine the dominant contributing factors, and explore students’ experiences in everyday communication situations. A mixed-method design with an explanatory sequential approach was employed. Quantitative data were collected through a Likert-scale questionnaire administered to 32 students selected using purposive sampling. The data were analyzed using descriptive statistics, including mean scores and percentages. Qualitative data were obtained through semi-structured interviews and classroom observations and were analyzed using thematic analysis to provide deeper insights into students’ experiences. The findings showed that most students experienced high levels of speaking anxiety in daily contexts. Fear of negative evaluation was identified as the most dominant factor, followed by lack of confidence and limited vocabulary. In contrast, classroom environment and test anxiety were found to have a lower influence. Qualitative results indicated that students’ anxiety was closely related to fear of making mistakes, peer judgment, and difficulty expressing ideas. Observable behaviors such as hesitation, avoidance, and code-switching supported these findings. These results indicate that speaking anxiety in daily communication is primarily influenced by internal psychological and linguistic factors rather than external conditions, suggesting the need for greater attention to learners’ confidence and language readiness.
Co-Authors Ejontomi Afrizon Pahrozi Ahmad Rezky Atri Oktarin