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All Journal ELT Worldwide: Journal of English Language Teaching Indonesian Journal of Science and Technology Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Jurnal Segara Sinomika Journal: Publikasi Ilmiah Bidang Ekonomi dan Akuntansi Journal of Agriculture (JoA) JatiRenov: Jurnal Aplikasi Teknologi Rekayasa dan Inovasi JKM: Jurnal Kemitraan Masyarakat
Rosmaladewi, Rosmaladewi
Politeknik Pertanian Negeri Pangkajene Kepulauan, Indonesia
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Fostering ESP Speaking and Reducing Anxiety Through Interactive, Supportive, and VR-Based Methods in a Public Tourism Polytechnic Ratnah, Ratnah; Saputri, Faradillah; Rosmaladewi, Rosmaladewi
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v9i4.84021

Abstract

Confident spoken English is a pivotal element for guest-facing roles in tourism and hospitality, yet many students report high levels of speaking anxiety that suppress participation and performance. This qualitative study maps the ecology of English-speaking anxiety among Food and Beverage Service learners and refines a set of reduction strategies grounded in learner, teacher, classroom, and peer dynamics. Building on in-depth semi-structured interviews with second-semester students at a public polytechnic in Indonesia (n = 20) and reflexive thematic analysis, we synthesize student accounts of what amplifies or alleviates apprehension during service-English tasks. Across participants, confidence emerged as a proximal antidote to anxiety when practice was frequent, predictable, and coupled with constructive, tactful feedback. Teacher stance such as approachability, empathy, humor, and private, improvement-oriented commentary functioned as an affective gatekeeper that calibrated perceived risk. Procedure design mattered: interactive formats (group discussion, role-play) and graded exposure (progressing from collaborative to more public performances) lowered anxiety more reliably than one-off, high-stakes presentations. In this context, short, repeated sessions of off-the-shelf virtual reality (VR) job simulation were integrated as a reduction strategy not as an additional causal factor providing a low-stakes, private rehearsal space for service routines (greeting, clarifying, confirming, apologizing). Students attributed perceived gains to embodied, repeatable exposure that increased communicative self-efficacy and perceived fluency, thereby dampening state anxiety and supporting transfer to peer-facing tasks. We propose a stacked pathway from private/VR rehearsal to small-group role-plays and then to public performance, and we argue that immersive tools should be modeled as climate-contingent affordances that operate through confidence-building mechanisms. Implications for theory, curriculum, teacher development, and pre-internship readiness are discussed, alongside limitations and avenues for mechanism-focused trials.
Co-Authors Abduh, Amirullah Ade Mulianah Adilham, Adilham Adys, Himala Praptami Agussalim, Agussalim Akbar, Muhammad Hikmal Ambo Dalle Amirullah Abduh Amirullah Abduh Angreany, Femmy Arham Rusli, Arham Arham, Muhammad Arsyad, Muh Ali Asnur, Muhammad Nur Ashar Baso Jabu, Baso Besse Darmawati Fairul Zabadi Fattah, Nurlaeli Fifi Arfini, Fifi Gaffar, Dania HASNAWI HARIS, HASNAWI Hawa M, Nurul Ikbal Syukroni Indahsari, Putri Jayadi, Karta Khairunisa, Khairunisa Luthfiah Luthfiah Mannahali, Misnah Martin Andrew Muh Safril, Muh Safril Muhammad Basri Murni Mahmud Mursida Mursida, Mursida Nur Laylah, Nur Patak, Andi Anto Rahman, Fatmawati A Rahmawati Saleh Ramlah, ST Ratnah Ratnah Samad, Sulaiman Saputri, Faradillah Shafa Shafa Syamsuar Syamsuar, Syamsuar Tasir Tasir, Tasir Umar Sidik Usman, Misnawaty Wuri Handoko