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All Journal ALLURE JOURNAL Electronic Journal of Education, Social Economics and Technology
Vanalestari, Adisty
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Do Socio-Cultural Factors Affect Speaking Anxiety? A Case Study of Non-English Major Students in West Java Vanalestari, Adisty; Setyarini, Sri
Allure Journal Vol 5, No 1 (2025): January 2025
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v5i1.20626

Abstract

Anxiety in foreign language speaking is a widely studied aspect in EFL contexts. Identifying the factors contributing to students' speaking anxiety is essential for understanding and addressing this issue. A few anxiety students have indicated certain sociocultural factors, among other factors, could be responsible for students' foreign language speaking anxiety. Therefore, this study aims to investigate the social-cultural factors causing English-speaking anxiety in non-English primary undergraduate students. This study used a case study qualitative approach. The data collection used are in-depth semi-structured interviews. The data was collected from four undergraduate non-English majors in West Java. The data was analyzed using an open coding method to examine participants' opinions on the socio-cultural elements that impact English speaking anxiety. The data revealed several social-cultural related sources of speaking anxiety, including social and cultural environment, communicative apprehension, formal classroom environment, social status and self-identity, gender, and dialect. Collectively, these factors increase students' anxiety during speaking activities. Moreover, these sociocultural factors not only undermine students' confidence and willingness to take part in speaking tasks, but also hinder their overall progress in language learning. The results of this research are expected to offer helpful recommendations to enable English teachers or lecturers to react to their students' speaking anxiety and to assist teachers of lecturers in arranging their classes in a way that may reduce their students' speaking anxiety and promote students' speaking skills. 
What Factors Contribute to Speech Delay in Early Childhood?: A Case Study of Kindergarten Students in Central Kalimantan Fariza, Yulia; Hartanti, Sofia; Wulan, Sri; Vanalestari, Adisty
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1326

Abstract

Early childhood is a critical period for language development because it supports communication, social interaction, and later academic achievement. However, some children experience speech delay that limits their participation in learning activities. This study aimed to examine factors associated with speech delay in early childhood and to analyze the challenges faced by teachers and the strategies used in classroom settings. This research employed a qualitative case study design involving five children identified with speech delay in an early childhood education context. Data were collected through semi-structured interviews with teachers and parents and analyzed using thematic analysis. The findings indicate that speech delay is influenced by several factors, including limited verbal stimulation at home, early exposure to digital media, limited social engagement, emotional and behavioral aspects of speech, and speech articulation and production difficulties. Teachers reported challenges such as limited verbal output, reliance on non-verbal communication, selective peer interaction, reduced participation in group learning activities, and limited parental awareness of children’s speech difficulties. To address these challenges, teachers implemented individualized verbal stimulation, play-based language activities, structured instructional support, peer-mediated interaction, and parent–teacher collaboration. The study highlights the importance of collaboration among teachers, parents, and relevant professionals in supporting children’s speech and language development.
Co-Authors Fariza, Yulia Hartanti, Sofia Sri Setyarini Sri Wulan, Sri