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Researching factors and coping strategies of EFL students’ speaking anxiety Diana, Meutia; Renandya, Willy Ardian; Dahliana, Syarifah
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22733

English students often face challenges with speaking anxiety when asked to speak in front of the class. Many students are unaware of the factors contributing to their anxiety and lack strategies to manage it effectively. This research aims to identify the causes of speaking anxiety and the strategies EFL students use to cope with it. A descriptive qualitative approach was used, employing semi-structured interviews to gather data. Convenience sampling was applied to select six English students who had completed a speaking class as participants. The findings revealed five key factors contributing to speaking anxiety: (1) lack of preparation, (2) fear of making mistakes, (3) limited English skills, (4) excessive worry about meeting academic targets, and (5) fear of others’ reactions. Additionally, four strategies for managing speaking anxiety were identified: (1) changing mindset, (2) relaxation, (3) building confidence, and (4) improving speaking skills.

ANY QUESTIONS? IDEAS FOR ENCOURAGING MORE AND BETTER STUDENT QUESTIONS Jacobs, George M.; Renandya, Willy Ardian
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i2.3819

One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers’ questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of student-generated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better student questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.

Researching factors and coping strategies of EFL students’ speaking anxiety Diana, Meutia; Renandya, Willy Ardian; Dahliana, Syarifah
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22733

English students often face challenges with speaking anxiety when asked to speak in front of the class. Many students are unaware of the factors contributing to their anxiety and lack strategies to manage it effectively. This research aims to identify the causes of speaking anxiety and the strategies EFL students use to cope with it. A descriptive qualitative approach was used, employing semi-structured interviews to gather data. Convenience sampling was applied to select six English students who had completed a speaking class as participants. The findings revealed five key factors contributing to speaking anxiety: (1) lack of preparation, (2) fear of making mistakes, (3) limited English skills, (4) excessive worry about meeting academic targets, and (5) fear of others’ reactions. Additionally, four strategies for managing speaking anxiety were identified: (1) changing mindset, (2) relaxation, (3) building confidence, and (4) improving speaking skills.

Artificial Intelligence in English Language Teaching: Fostering Joint Enterprise in Online Communities Floris, Flora Debora; Widiati, Utami; Renandya, Willy Ardian; Basthomi, Yazid
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1825

This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies. HIGHLIGHTS: The study revealed that English teachers in the selected Facebook groups engaging collaboratively on Artificial Intelligence (AI) tools, discussing their integration, acceptance, and application in teaching practices. The teachers also expressed concerns about AI in English Language Teaching (ELT), focusing on ethical use, over-reliance risks, and the importance of teacher involvement, highlighting a collective effort to address these AI-related challenges. Reflecting on the concept of Joint Enterprise within Virtual Communities of Practice (VCoP), the findings illustrate the dynamic roles assumed by community members, encompassing information sharers, knowledge seekers, critics, and learners.

The multidimensional effects of extensive listening on EFL learners Chang, Anna C-S; Renandya, Willy Ardian
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v5i1.21190

This study investigated the multidimensional effects of extensive listening (EL) on learners’ actual language gains, selection of study materials, and practice styles. Language gains were measured through a pre- and a post-test on students’ aural vocabulary test (Listening Vocabulary Levels Test, LVLT) and general listening comprehension (TOEIC), administered before and after the intervention. Fifty-five university student participants took part in the four-month experiment; they were entirely free to select their favorite study materials online or off-line. The results showed that each student spent an average of 1,387 minutes (approximately 87 minutes per week) doing EL practice. The three most popular study materials were the following: Songs (63.64%), movies (49.09%), and talks (43.46%); materials were mainly from YouTube (74.55%), Netflix (49.09%), and other miscellaneous sources (43.63%). Their practice style was unanimously a combination of viewing and listening. From the pre-tests to the post-tests, students made significant gains in both LVLT and TOEIC, but the effect sizes were small. Some suggestions are made for implementing EL.

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