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All Journal Scientific English
Dinara Asanova
Department of Pedagogy, Institute of Foreign languages, Ala-Too International University, Kyrgyzstan
Languange, Linguistic, Communication & Media

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Integrating online dynamic assessment and active learning to mitigate speaking anxiety in EFL contexts: A conceptual framework Ikma Wati; Anisa Nurjanah; Zhyldyz Tunguchbaevna Takenova; Dinara Asanova
Scientific English Vol. 1 No. 2 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i2.110

Abstract

Speaking anxiety remains a persistent challenge for learners of English as a Foreign Language (EFL), particularly in online learning environments where limited interaction, delayed feedback, and concerns about performance visibility may intensify emotional discomfort. Such anxiety often leads to reduced participation, diminished confidence, and slower speaking development. While previous research has examined Online Dynamic Assessment (ODA) and Active Learning (AL) independently, limited attention has been paid to their pedagogical integration as a unified framework for reducing anxiety. Drawing on sociocultural theory and recent empirical studies published between 2021 and 2025, this conceptual paper proposes an integrative ODA-AL framework designed to address both the cognitive and affective dimensions of EFL speaking. ODA emphasizes mediated feedback and scaffolding to support learners’ developmental potential, while AL promotes engagement, enjoyment, and social interaction through participatory speaking activities. The proposed framework conceptualizes speaking anxiety reduction as an outcome of pedagogical design that aligns assessment with instruction and emotional support. This study contributes to theoretical discussions on affective variables in language education and offers practical implications for EFL instructors. Directions for future empirical research are also discussed.
Empowering mothers, enhancing English: A family-centered community-based intervention for primary EFL learners Fitri Yulianti; Bodbaeva Cholpon Beishekeevna; Dinara Asanova
Scientific English Vol. 2 No. 1 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i1.135

Abstract

This study investigates the effectiveness of a community-based English coaching program for mothers, named English Mommies Club, in improving both maternal English competency and primary students’ English acquisition. The participants were 30 mothers of primary school learners and their 30 children, enrolled in Grades 4 to 6 at state and private primary schools in Indonesia, representing diverse educational backgrounds and family contexts. Grounded in the premise that parents, particularly mothers, play a central role in children’s academic development, the study employed a dominant quantitative experimental design with a supportive qualitative component. Pre- and post-tests were administered to both mothers and students to measure changes in English proficiency, while questionnaires were distributed to capture shifts in parental involvement and learning behaviors. The findings indicate significant improvements in mothers’ English competency following participation in the program, accompanied by measurable gains in students’ English performance. A positive relationship was also identified between maternal English proficiency and students’ English acquisition. Overall, the study highlights the importance of empowering mothers linguistically as a strategic approach to strengthening English learning outcomes in primary education contexts.
Co-Authors Anisa Nurjanah Bodbaeva Cholpon Beishekeevna Fitri Yulianti Ikma Wati Zhyldyz Tunguchbaevna Takenova