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All Journal ZIJEd :Zabags International Journal of Education Jurnal Pustaka Cendekia Pendidikan
Delvia Muharramah
Universitas Batanghari
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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From Speaking Anxiety to Communicative Agency: Reconstructing EFL Learners’ Experiences of Participation in English-Speaking Classrooms : Penelitian Khusnul Yatima; Delvia Muharramah
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.654

Abstract

Speaking anxiety remains a persistent affective challenge in English as a Foreign Language (EFL) classrooms, particularly when learners are required to participate orally, respond spontaneously, or perform in front of peers. Previous studies have predominantly examined speaking anxiety as a psychological barrier associated with reduced willingness to communicate and limited oral participation. However, less attention has been given to how learners actively negotiate anxiety and develop communicative agency within classroom interaction. This study aims to explore EFL learners’ experiences of speaking anxiety and examine how they negotiate anxiety, construct participation, and develop communicative agency in English-speaking classrooms. A qualitative phenomenological design is proposed to capture learners’ lived experiences. Data are collected through semi-structured interviews, classroom observations, reflective journals, and selected speaking-task recordings. The data are analyzed thematically through iterative coding, categorization, interpretation, and cross-source comparison. The analytical framework focuses on five dimensions: experiences of anxiety, sources of anxiety, patterns of withdrawal and participation, self-regulatory and interpersonal strategies, and the emergence of communicative agency. The study is expected to demonstrate that speaking anxiety should not be conceptualized solely as an individual psychological deficit but as a dynamic experience shaped by linguistic competence, fear of negative evaluation, classroom interaction, teacher practices, peer relationships, and perceived opportunities for participation. The study further conceptualizes communicative agency as an emergent capacity through which learners make strategic decisions to initiate, sustain, modify, or reclaim participation despite experiencing anxiety. The findings are expected to contribute to EFL pedagogy by shifting the pedagogical emphasis from merely reducing anxiety toward creating classroom ecologies that support learner agency, psychological safety, strategic participation, and meaningful English communication.
From Digital Leadership to Strategic Technology Management: How Digital Transformation Shapes Technology Governance in Higher Education Kuswanto; Wargo; Delvia Muharramah
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.49

Abstract

Digital transformation has fundamentally reshaped how educational institutions adopt, integrate, and strategically manage technology. However, the extent to which digital leadership contributes to strategic technology management and the mechanisms underlying this relationship remain insufficiently understood. This study examines the influence of digital leadership on strategic technology management and investigates the mediating role of digital transformation in educational institutions. A quantitative explanatory research design was employed, with data collected from educational leaders, managers, and academic staff involved in institutional technology management. The proposed relationships were examined using structural equation modeling to assess both direct and indirect effects among the constructs. The findings indicate that digital leadership plays an important role in strengthening institutional digital transformation and strategic technology management. Digital transformation also demonstrates a significant contribution to strategic technology management by translating leadership vision and digital strategic orientation into organizational processes, technology integration, resource allocation, and technology governance. Furthermore, the mediation analysis demonstrates that digital transformation provides an important mechanism linking digital leadership with strategic technology management. These findings extend the educational technology literature by conceptualizing digital leadership not merely as an individual leadership competency but as a strategic organizational capability that facilitates the transformation of technology into an institutional resource. The study contributes practical implications for educational institutions by emphasizing the need to align digital leadership, transformation strategies, and technology governance to achieve sustainable and strategically managed educational technology ecosystems
Co-Authors Khusnul Yatima Kuswanto Wargo