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All Journal ELS Journal On Interdisciplinary Studies in Humanities JTechLP International Journal of Language, Education, and Literature (IJLEL)
Sulistiana Ulpa
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Social Sciences Other

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FEMALE ENGLISH STUDENTS (FES) LANGUAGE LEARNING STRATEGIES IN THE DIGITAL ERA Sulistiana Ulpa; Syarifuddin Dollah; Samtidar Samtidar
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 2, June (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

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Abstract

The objective of this research was to find out what strategies female English students utilize in their English learning in the digital era by using ICT namely technology tools and social media applications. This research took place at the State University of Makassar, Faculty of Language and Literature. The participants of this research were female students of the English Education Study Program class 2021. The researcher used a case study qualitative method with a purposive sampling technique to select the participants. The instrument of this research was questionnaire and interview. Based on the result of the questionnaire and interview, The researcher found that female English students’ strategies for improving their listening skills were watching Western movies, watching video gaming on YouTube, watching English lesson videos, watching TikTok content from native speakers/foreigners, listening to English song, and doing listening exercises; in improving their speaking skills were speaking English with friends by chatting, watching western movies then practice it, watching English lesson videos, watching English videos on TikTok from overseas content creator and learning vocabulary; in improving their reading skill were reading online comics, reading e-books/articles in English, reading movie subtitles, and reading captions and comments on Twitter; in improving their writing skills were doing essay writing assignments, writing social media status, chatting on WhatsApp, and practice writing on Grammarly.
Fostering Speaking Confidence in Indonesian EFL Learners: Teaching Strategies at Cambridge English School Sulistiana Ulpa; Muhammad Tahir; Fatimah Hidayahni Amin
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/2ndqvn67

Abstract

Speaking confidence is a crucial factor in successful English language learning, particularly in EFL settings where anxiety and low self-esteem often hinder oral participation. This qualitative study investigates the teaching strategies employed by English teachers at Cambridge English School, a private language institution in Makassar, Indonesia, to foster students’ confidence in speaking. Utilizing classroom observations and in-depth interviews with three experienced teachers, the study applies Braun and Clarke’s thematic analysis to identify six key strategies: reflective questioning, warm-up activities, use of relevant and authentic topics, mixed-ability group work, prioritizing fluency over accuracy, and encouraging feedback. Findings reveal that mixed-ability groupings serve as a vital mechanism for peer scaffolding and emotional support, consistent with socio-constructivist and social cognitive theories. Other strategies contribute to creating a psychologically safe and motivating environment that enhances students’ willingness to communicate. The study underscores the importance of learner-centered practices that integrate cognitive and affective dimensions to build speaking confidence. Implications for EFL teaching and teacher training include deliberate group composition and fluency-focused instruction to foster risk-taking and spontaneous speech. This research bridges theory and practice, offering practical insights for educators aiming to cultivate oral confidence in diverse EFL classrooms.
Teachers’ Perceptions of Speaking Confidence Strategies: A Case Study at Cambridge English School Sulistiana Ulpa; Muhammad Tahir; Fatimah Hidayahni Amin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44442

Abstract

In EFL (English as a Foreign Language) classrooms, many students struggle with speaking due to anxiety, low self-confidence, and fear of making mistakes. This issue is particularly prevalent among learners with limited vocabulary or basic proficiency levels, making it a persistent challenge for language teachers. This study explores teachers’ perceptions of the strategies they employ to build students’ speaking confidence in an EFL context. Conducted at Cambridge English School in Makassar, Indonesia, this qualitative research involved in-depth interviews and classroom observations of three experienced English teachers. Thematic analysis of the data revealed four key strategies perceived as effective: active learning (e.g., role-play and peer interviews), collaborative learning (especially small group discussions), praise and positive feedback, and creating safe peer-based environments. Teachers reported that these strategies increased students’ willingness to participate, enhanced their fluency, and encouraged risk-taking in communication. The emotional support provided through praise and structured peer collaboration helped reduce anxiety and fostered a sense of psychological safety. These findings are interpreted through theoretical lenses such as Vygotsky’s sociocultural theory, Krashen’s affective filter hypothesis, and Bandura’s self-efficacy theory. The study concludes that promoting speaking confidence in EFL learners requires not only linguistic input but also strategies that address emotional and social aspects of learning. Implications for learner-centered pedagogy are discussed.
Co-Authors Fatimah Hidayahni Amin Muhammad Tahir Samtidar Samtidar Syarifuddin Dollah