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All Journal Inspiring: English Education Journal Asshika: Journal of English Language Teaching and Learning
M. Saleh Yahya Himni
Institut Studi Islam Sunan Doe
Education Languange, Linguistic, Communication & Media Social Sciences

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Enhancing Students’ Engagement and Speaking Skills through Interactive Activities in English Language Teaching: Teachers’ and Students’ Perspectives Honey Jean Saura; Pit Dhale Capao; Liera Campos; Shelou Marie Bubuli; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.435

Abstract

This literature review explores traditional and innovative English teaching activities that enhance students’ engagement and speaking skills. Thirty peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically. Traditional approaches such as role-playing, storytelling, language clubs, and group discussions, together with innovative practices like vlog creation, gamified learning, mobile-assisted learning, and TikTok-based tasks, have been found effective in improving fluency, confidence, and motivation. Both teachers and students expressed positive attitudes toward these activities. However, long-term implementation across diverse contexts remains underexplored. This review highlights the importance of blended pedagogical approaches and calls for future research into sustainable engagement-based English instruction.
Language Anxiety among EFL Learners: A Review of Causes and Effects Hydie Claire Gapo; Cryshia Vyneth Antolijao; Renalyn Angob; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.440

Abstract

This paper reviews various studies on students' fear of using the English language, commonly known as language anxiety. Many students, especially non-native speakers, experience anxiety when speaking English due to fear of making mistakes, being judged, or lacking confidence. This review analyzed 21 articles published between 2011 and 2024 that investigate students' anxiety in language learning and its effects, organized thematically and in chronological order. All the key influences such as psychological factors, emotional responses, environmental influences, and the cultural factors that affect students’ fear of using the English language will be examined on how they are interconnected with each other. The findings show that language anxiety can seriously harm a student’s academic performance and self-confidence. The review suggests that supportive, friendly, and less judgmental learning environments can help students become more comfortable and confident in using English. It is recommended that further research is needed to develop tailored interventions and include diverse learner populations and every factor that could potentially contribute to the student’s English language anxiety, not only focusing on one factor.
Improving Speaking Skills Through Communicative Language Teaching (CLT): A Literature Review Gregian Carl Judilla; Reyna Mae Morre; Marven cayanong; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.441

Abstract

Communicative Language Teaching (CLT) is an approach that prioritizes meaningful interaction and student engagement to enhance language proficiency particularly in speaking. In today’s globalized world, where communication is key, CLT proves valuable for English as a Second Language (ESL) learners who often struggle with limited vocabulary, low confidence, and insufficient speaking practice. This literature review, analyzing 30 studies from 2017 to 2025, affirms CLT’s effectiveness in boosting fluency, accuracy, vocabulary, and confidence through interactive activities such as role-plays and discussions. It also fosters creativity, autonomy, and enjoyment in learning. Despite these benefits, challenges like overcrowded classrooms, limited resources, insufficient teacher training, and student anxiety can hinder CLT’s success. To address these, the study recommends enhanced teacher training, resource-rich and supportive environments, confidence-building activities, and integrating CLT into broader educational policies, including MTB-MLE in the Philippines. In conclusion, CLT is not just a technique, it’s a transformative approach that empowers learners to use language with confidence and real-world purpose.
Classroom Interaction and Second Language Speaking Fluency: A Systematic Review Mary Rose Dayanan; Angel Rhaine Jakosalem; Jean Lica Quimco; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.442

Abstract

This systematic review explores the role of classroom interaction in enhancing second language (L2) speaking fluency. Twenty-one peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically from ERIC, Scopus, and Google Scholar databases. Findings indicate that teacher-student and peer-to-peer interactions significantly improve learners’ confidence, engagement, and oral fluency. Structured classroom dialogue and feedback foster natural speech development, while collaborative tasks such as group discussions and role-plays encourage communicative competence. However, anxiety, fear of criticism, and large class sizes remain barriers to participation. The review suggests adopting balanced interactive strategies, low-stakes speaking tasks, and supportive classroom environments enhanced by digital tools to optimize fluency outcomes. Future studies should explore long-term impacts and the integration of emerging technologies in L2 pedagogy.
Exploring the Influence of Digital Remote Platforms on Learners' Speaking Abilities in Educational Contexts Noerhaetty Hafriana; M. Saleh Yahya Himni; Joemar Minoza
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16581

Abstract

This study examines the influence of remote learning environments on students’ speaking abilities, particularly among learners in geographically isolated areas. Using a descriptive qualitative design, data were collected from 50 ninth-grade students at a private Islamic junior secondary school in a remote area through classroom observations, semi-structured interviews with English teachers, and self-report questionnaires focusing on linguistic competence and motivation. The findings indicate that remote learning contexts intensify several barriers to speaking development, including limited vocabulary, poor pronunciation, low confidence, and reduced motivation. These challenges are largely attributed to minimal exposure to authentic English use, strong interference from the first language, and restricted learning environments. In addition, psychological factors such as fear of making mistakes and classroom interaction constraints further hinder students’ oral performance. The study also identifies gaps in instructional implementation, including limited evaluation practices and time constraints, which contribute to less effective learning outcomes. These findings highlight the importance of providing targeted pedagogical support, improving access to digital learning resources, and adopting culturally responsive teaching strategies to enhance students’ speaking proficiency in remote settings. This study contributes to the broader discussion on equitable English language education in underserved areas.
Co-Authors Angel Rhaine Jakosalem Cryshia Vyneth Antolijao Gregian Carl Judilla Honey Jean Saura Hydie Claire Gapo Jean Lica Quimco Joemar Miñoza Joemar Minoza Liera Campos Marven cayanong Mary Rose Dayanan Noerhaetty Hafriana Pit Dhale Capao Renalyn Angob Reyna Mae Morre Shelou Marie Bubuli