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Fadhlur Rahman
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jetlee@iainlhokseumawe.ac.id
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Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 27471721     EISSN : 27752844     DOI : https://doi.org/10.47766
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
JETLEE (Journal of English Language Teaching, Linguistics, and Literature) is an academic/peer-reviewed journal published twice a year (June and December). It is dedicated to promoting scholarly exchange among teachers and researchers in the field of languages. The scope of JETLEE includes the following fields: Linguistics Applied linguistics Language and gender Language and globalization English Language Teaching Language research methods Ethnics and indigenous language Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 84 Documents
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Understanding Second-Year Students’ Speaking Anxiety in EFL Virtual Classroom Nurjihan, Ariqoh; Firmansyah, Fancista Azriel; Shofia, Afrina Majdanis; Rohmana, Wahyu Indah Mala
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6986

Abstract

This study investigates speaking anxiety among second-year EFL students in online learning contexts by analyzing four main dimensions: their emotional responses, the factors that provoke anxiety, its impact on speaking performance, and the strategies they use to manage it. Using a qualitative descriptive design, the study gathers data through interviews with fifteen students who have previously engaged in online English-speaking activities. The results show that the experience of speaking anxiety differs across individuals. While some students feel more comfortable in virtual classes because the lack of direct eye contact helps reduce pressure, others report heightened anxiety due to insufficient preparation, poor internet connectivity, limited vocabulary, or fear of errors and negative judgment. These influences shape students’ fluency and concentration during speaking tasks. To deal with anxiety, students employ various strategies, such as preparing their material beforehand, calming themselves before speaking, using humour to ease tension, or utilizing supporting tools like digital prompters. The lecturer’s behaviour also plays a crucial role, as supportive and expressive instructors tend to create a more relaxed atmosphere, whereas less engaging teaching styles can intensify stress. Online learning environments may either lessen or heighten anxiety depending on classroom management and learners’ readiness. Therefore, teachers are encouraged to foster a supportive and comfortable learning space to enhance students’ confidence in speaking.
Artificial Intelligence Literacy and Teachers' Readiness in EFL Context: A Systematic Literature Review Wulan, Ni Luh Putu Anis Darma; Santosa, Made Hery
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7184

Abstract

Existing studies on AI literacy have largely focused on students, leaving EFL teacher preparedness underexplored. This study aims to explore the level, determinants, barriers, and recommended solutions regarding AI literacy and EFL teachers’ readiness. Using the SLR method with PRISMA guidelines and Lame’s (2019) framework, this synthesized six empirical articles published between 2022 and 2025 from the Google Scholar database. The findings report that AI literacy and EFL teachers’ readiness are classified at a moderate level. The majority of determinants include internal and external factors. Next, this study identified significant barriers such as limited infrastructure, lack of professional development training, ethical concerns, and AI anxiety. To address these challenges, recommended strategies include continuous professional development based on the AI-TPACK framework, the formulation of clear institutional ethics policies, and the adoption of peer mentoring models. Ultimately, there is a strong positive correlation between AI literacy and teacher preparedness. This study provides a foundational framework to assist educational institutions in designing future-ready professional competency standards for EFL educators.
Movie Script-Based Learning: Best Practice to Improve Speaking Skills in EFL Classroom? Yuzar, Ella; Muntasir, Muntasir; Rahman , Fadhlur; Kholid, Mohammad; Azmy, Khairul
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6640

Abstract

In communication, speaking acts as a productive skill that allows a person to convey ideas and meanings through voice articulation. In the context of English learning, it is important to find method/approach/technique that can stimulate students' interest in practicing speaking skills. Script from a movie offers advantages in improving speaking skills as they are able to capture students' attention and stimulate their curiosity. The aim of this paper is to assess the impact of employing movie scripts in the classroom to enhance students' speaking abilities. Fifty-eight English department students from a State Islamic University in Aceh participated in the study. They were divided into two groups: control (NUMS-None of Using Movie Script) and experimental (UMS-Using Movie Script). Prior to and subsequent to the treatment, they were screened. The students in the experimental group were assigned a task to create a video recording in groups of five characters from a movie at the conclusion of each meeting. They were also provided with a movie script and interactive instruction by the teachers. The results of the study suggest that there was a substantial difference between the pre-test and post-test. The mean difference of both post-tests was 65.9310 for the experimental group and 55.5862 for the control group. As the result, students' speaking ability improved after they learned how to use movie scripts properly, which enabled them to gain confidence, overcome the challenge of memorizing the script, easily organize ideas, and enrich their vocabulary stock. Accordingly, the mean score of the pre-test increased more than that of the post-test.
Systematic Literature Review on Speaking Assessment Practices in EFL Contexts Nurkumaila, Farah; Salma, Zian; Husnullah, Azifah Hafizha; Dewi, Ratna Sari; Maulidya, Reza Anis
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7247

Abstract

Speaking assessment is essential for evaluating EFL learners’ communicative competence, yet it remains challenging due to issues of validity, reliability, and authenticity. This study conducts a Systematic Literature Review (SLR) of empirical research on speaking assessment practices in EFL contexts from 2015 to 2025, using the SALSA framework for methodological rigor. Fourteen studies were analysed thematically. The findings show that performance-based and technology-integrated assessments are the most dominant approaches, while rater bias, limited assessment literacy, and learner anxiety remain key challenges. The review highlights the importance of balancing fairness, practicality, and authenticity in evaluating speaking performance. It also emphasizes the potential of formative and technology-supported assessments to enhance feedback and learner engagement. The results also provide valuable insights for EFL teachers and policymakers in developing more effective and equitable speaking assessment practices. Pedagogically, the review underscores the need to strengthen teachers’ assessment literacy so that they can design and apply rubrics, provide formative feedback, and interpret speaking scores accurately. Theoretically, this study contributes to the understanding of how various assessment practices interact within the broader EFL teaching-learning process. Future studies are encouraged to explore longitudinal evidence of how integrated assessment frameworks influence EFL learners sustained speaking improvement, motivation, and classroom participation.

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