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All Journal EDULITE: Journal of English Education, Literature and Culture Journal of English Teaching, Applied Linguistics and Literatures (JETALL) PROJECT (Professional Journal of English Education) Prominent : Journal of English Studies SALEE: Study of Applied Linguistics and English Education Journal of English Education Program (JEEP) Kode : Jurnal Bahasa Jomantara International Journal of Art and Culture JOEY : Journal of English Ibrahimy English Education and Applied Linguistics Journal (EEAL Journal)
Dudy, Iwan
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Arts Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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The Implementation of Game-Based Learning to Enhance Students’ Speaking Skills in Indonesian EFL Classrooms: English Iwan Dudy Gunawan
JOEY: Journal of English Ibrahimy Vol. 4 No. 2 (2025): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2025.v4i2.15-27

Abstract

This study examined the application of non-digital Game-Based Learning (GBL) to improve speaking skills in an Indonesian EFL vocational classroom. The study utilized three interactive games—role play cards, board game speaking, and picture description—to provide an enjoyable and accessible alternative to conventional instruction, thereby enhancing students' oral communication skills. It employed a Classroom Action Research (CAR) framework across three cycles with 26 tenth-grade students. Data were gathered through speaking performance assessments, classroom observations, and student surveys. The results demonstrated continuous improvement in five speaking components: fluency, vocabulary, grammar, pronunciation, and confidence. The most significant gains were noted in vocabulary and confidence, indicating that frequent engagement in communicative, low-anxiety activities promoted student involvement and risk-taking. Observational data corroborated this trend, revealing heightened participation and interaction as students became more accustomed to the game formats. Furthermore, students' feedback reflected favorable attitudes toward GBL, highlighting its role in increasing the enjoyment and motivation of speaking practice. These findings indicated that non-digital game-based learning was a practical and pragmatic approach for enhancing speaking skills, particularly in resource-constrained educational settings. The study advocated for the integration of GBL into English as a Foreign Language (EFL) speaking instruction to enhance student engagement, communication, and confidence, and suggested further research into combining digital and traditional games for broader pedagogical impact.
Speaking anxiety in EFL learners: A systematic review of causes, strategies, and pedagogical interventions Gunawan, Iwan Dudy
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.127-145

Abstract

Speaking anxiety remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in contexts where opportunities for authentic oral communication are limited. The goal of this study is to synthesize contemporary research on the causes of speaking anxiety among EFL learners, the effectiveness of pedagogical interventions, and their classroom implications. This study employed a systematic literature review (SLR) design by analyzing 20 peer-reviewed articles from Scopus-indexed journals published between 2020 and 2025, supported by 27 additional relevant sources. The analysis employed thematic synthesis informed by established theoretical frameworks, including the Affective Filter Hypothesis, Self-Efficacy Theory, Social Constructivism, and Communicative Language Teaching. The findings indicate that speaking anxiety is primarily driven by fear of negative evaluation, low self-confidence, unsupportive classroom environments, linguistic insecurity, and sociocultural norms. The review further reveals that technology-enhanced approaches, drama-based activities, flipped classrooms, digital storytelling, and collaborative learning consistently contribute to anxiety reduction when accompanied by emotional support from teachers. This review contributes to the field by bridging the gap between theoretical perspectives and classroom practices, particularly in underrepresented Southeast Asian EFL contexts. It highlights the importance of emotionally safe, learner-centered, and culturally responsive instructional designs. The study concludes by recommending longitudinal and cross-cultural research to strengthen the sustainable implementation of anxiety-reducing pedagogical interventions in diverse EFL settings.
Co-Authors Alwasilah, Senny Ayu, Wira Indah Binwang, Nalisa Harnady, Kunkun K. Husni Thamrin Lestari, Fegy Maulida, Restu Perdana , Wahilda Ikhsan Rusmana, Erik Syahrina, Hrp, Nadina