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All Journal Script Journal: Journal of Linguistic and English Teaching Pedagogy : Journal of English Language Teaching ELP (Journal of English Language Pedagogy)
Khalik, Muhammad Fathur Rahman
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes Muhammad Fathur Rahman Khalik; Nur Hidayanto Pancoro Setyo Putro
Script Journal: Journal of Linguistics and English Teaching Vol. 6 No. 1 (2021): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (430.538 KB) | DOI: 10.24903/sj.v6i1.502

Abstract

Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25. Findings: The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected. Conclusion: Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes.
REDUCING ENGLISH SPEAKING ANXIETY IN CLASSROOM PRESENTATIONS: THE ROLE OF CHATBOT-ASSISTED PREPARATION Muhammad Fathur Rahman Khalik
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1067

Abstract

        Speaking anxiety is a common issue among students in an English learning context, particularly when engaging in oral presentations. This study investigates whether chatbot-assisted preparation can reduce speaking anxiety among non-English major students. Employing pre-test post-test control group design, 40 participants were randomly distributed to either an experimental group (preparation with chatbot assistance) or a control group (preparation without chatbot assistance). A modified, Indonesian-translated version of the Foreign Language Classroom Anxiety Scale (FLCAS) was used to measure anxiety levels. Independent pre-test comparisons showed no significant difference between groups (p = 0.635), indicating baseline equivalence. Paired-sample t-test results revealed a significant decrease in anxiety within the experimental group (p < 0.001), while the control group showed no significant change (p = 0.558). Finally, independent post-test comparisons indicated a significantly lower anxiety level in the experimental group compared to the control group (p = 0.002). These findings suggest that chatbots can be a valuable tool for reducing speaking anxiety and enhancing oral performance in foreign language education.
The Impact of Chatbots on Reducing Anxiety in English Language Classrooms: Insights from Yogyakarta Students Khalik, Muhammad Fathur Rahman; Astuti, Sri
Jurnal Pedagogy Vol 13 No 2 (2025): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v13i2.11219

Abstract

Foreign language anxiety remains a persistent affective barrier that can hinder students’ engagement and performance in English language classrooms. With the increasing integration of artificial intelligence in education, chatbots have emerged as potential pedagogical tools that can provide low-stakes interaction and emotional support. However, empirical evidence on their effectiveness in reducing anxiety in EFL contexts is still limited. This study investigates the efficacy of a chatbot in reducing anxiety levels among students in an English language classroom. Adopting a mixed-methods design, the study involved 30 undergraduate students over a 16-week semester. Quantitative data were collected using pre- and post-tests based on an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS). A paired-samples t-test was conducted to measure changes in anxiety levels, while a one-way ANOVA examined differences based on chatbot usage frequency. To complement the quantitative findings, semi-structured interviews were conducted with six participants and were analyzed thematically. A paired-samples t-test revealed a significant reduction in anxiety levels following the integration of the chatbot into classroom activities (p < .001). Although a one-way ANOVA showed no significant difference in anxiety reduction across varying levels of chatbot usage frequency (F(2,27) = 0.303, p = .741), students' qualitative responses highlighted the chatbot’s value in lowering anxiety. Three themes emerged from the interviews, including reduced pressure due to quick responses, enhanced confidence through answer validation, and emotional comfort gained from the chatbot’s presence. These findings suggest that chatbots can contribute to a more supportive language learning environment, particularly in addressing anxiety issues in foreign language classrooms.
Co-Authors Nur Hidayanto Pancoro Setyo Putro Sri Astuti