Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics
Morsi, Wesam Khairy
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Education Languange, Linguistic, Communication & Media

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Oral Presentations' Anxiety among Egyptian Undergraduates: Causes and Remedies Morsi, Wesam Khairy; Zaki, Mission M.
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1705

Abstract

One of the goals, in education is to help students improve their communication and social skills to prepare them for participation in society and successful careers worldwide. This explains why oral presentations have become a method of evaluation in higher education institutions to enhance students’ ability to communicate effectively. However, many students who are learning English as a foreign language often feel anxious when they have to speak. The aim of this paper is to explore and discuss the factors that impact the performance of Egyptian undergraduate students during presentations, as well as suggest strategies to help them overcome their fear of speaking in a foreign language. This study is exploratory, non-experimental in which ninety-nine undergraduate EFL learners responded to survey questions. Analysis of the research findings indicated that anxiety stems from sources such as the fear of being judged, making errors, lack of practice, and other significant factors. The research also proposed strategies for students to manage their anxiety while presenting orally.
Oral Presentations' Anxiety among Egyptian Undergraduates: Causes and Remedies Morsi, Wesam Khairy; Zaki, Mission M.
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1705

Abstract

One of the goals, in education is to help students improve their communication and social skills to prepare them for participation in society and successful careers worldwide. This explains why oral presentations have become a method of evaluation in higher education institutions to enhance students’ ability to communicate effectively. However, many students who are learning English as a foreign language often feel anxious when they have to speak. The aim of this paper is to explore and discuss the factors that impact the performance of Egyptian undergraduate students during presentations, as well as suggest strategies to help them overcome their fear of speaking in a foreign language. This study is exploratory, non-experimental in which ninety-nine undergraduate EFL learners responded to survey questions. Analysis of the research findings indicated that anxiety stems from sources such as the fear of being judged, making errors, lack of practice, and other significant factors. The research also proposed strategies for students to manage their anxiety while presenting orally.
Code-Switching Practices in the Nile Delta: A Comparative Study of Linguistic Fluidity Among Gen Z and Gen X EFL Learners Morsi, Wesam Khairy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1970

Abstract

This study investigates code-switching as a form of linguistic fluidity among Egyptian EFL learners, focusing on how language practices are shaped by proficiency level, socio-cultural background, and generational positioning. Drawing on a convergent mixed-methods design, the research combines survey data from 154 participants with semi-structured interviews conducted with speakers from Generation Z and Generation X. Rather than treating code-switching as a random or deficient practice, the study situates it within established sociolinguistic theories that view language choice as socially meaningful, ideologically loaded, and deeply connected to identity construction. The findings reveal that advanced learners, particularly younger urban speakers, tend to use code-switching as a strategic and expressive resource aligned with cosmopolitan identities and digital culture. In contrast, intermediate learners from rural or semi-rural backgrounds employ code-switching primarily as a functional scaffold to facilitate comprehension and communication. Generational differences further shape these patterns, with Generation Z embracing linguistic hybridity and translanguaging, while Generation X prioritizes linguistic restraint and cultural continuity. The study argues that code-switching among Egyptian EFL learners reflects broader social transformations related to globalization, mobility, and shifting notions of belonging. The paper concludes by discussing pedagogical and theoretical implications for sociolinguistics and EFL education in diglossic and postcolonial contexts.
Co-Authors Zaki, Mission M.