Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Pedagogy : Journal of English Language Teaching International Journal of English Learning and Applied Linguistics (IJELAL)
Sri Astuti
Universitas Mercu Buana Yogyakarta
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Impact of Chatbots on Reducing Anxiety in English Language Classrooms: Insights from Yogyakarta Students Khalik, Muhammad Fathur Rahman; Astuti, Sri
Jurnal Pedagogy Vol 13 No 2 (2025): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v13i2.11219

Abstract

Foreign language anxiety remains a persistent affective barrier that can hinder students’ engagement and performance in English language classrooms. With the increasing integration of artificial intelligence in education, chatbots have emerged as potential pedagogical tools that can provide low-stakes interaction and emotional support. However, empirical evidence on their effectiveness in reducing anxiety in EFL contexts is still limited. This study investigates the efficacy of a chatbot in reducing anxiety levels among students in an English language classroom. Adopting a mixed-methods design, the study involved 30 undergraduate students over a 16-week semester. Quantitative data were collected using pre- and post-tests based on an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS). A paired-samples t-test was conducted to measure changes in anxiety levels, while a one-way ANOVA examined differences based on chatbot usage frequency. To complement the quantitative findings, semi-structured interviews were conducted with six participants and were analyzed thematically. A paired-samples t-test revealed a significant reduction in anxiety levels following the integration of the chatbot into classroom activities (p < .001). Although a one-way ANOVA showed no significant difference in anxiety reduction across varying levels of chatbot usage frequency (F(2,27) = 0.303, p = .741), students' qualitative responses highlighted the chatbot’s value in lowering anxiety. Three themes emerged from the interviews, including reduced pressure due to quick responses, enhanced confidence through answer validation, and emotional comfort gained from the chatbot’s presence. These findings suggest that chatbots can contribute to a more supportive language learning environment, particularly in addressing anxiety issues in foreign language classrooms.
EXPLORING ENGLISH TEACHERS’ ONLINE LEARNING READINESS POST-PANDEMIC: TECHNICAL AND PEDAGOGICAL PERSPECTIVE Sri Astuti; Muhammad Fathur Rahman Khalik
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.3

Abstract

The COVID-19 pandemic accelerated the shift to online learning, requiring teachers to adapt quickly to digital platforms. In the post-pandemic era, their readiness to sustain online teaching has become a critical issue in education. This study aims to examine the readiness of high school English teachers to implement online learning in the post-pandemic context, with particular attention to technical and pedagogical dimensions. Employing an explanatory sequential mixed-methods design, the quantitative data were collected from 39 teachers through a survey, followed by qualitative data obtained from semi-structured interviews with six teachers. The findings indicate that teachers demonstrated high level of both technical and pedagogical readiness, with no statistically significant differences observed based on gender. The interview results further revealed several factors supporting teacher readiness, including the perceived effectiveness of technology and teachers’ knowledge and skills. Conversely, several hindering factors were also identified, such as lack of ICT infrastructure and technical problems, students’ behavior, and negative perceptions of online learning. These findings underscore the importance of continuous training focused on digital pedagogy and the need for policy and infrastructure support to enhance teachers’ readiness in facing post-pandemic learning transformation.
Co-Authors Muhammad Fathur Rahman Khalik