This study aims to: (1) identify the psychological causes of speaking anxiety among English Education students; (2) examine the influence of environmental factors, such as classroom dynamics and peer interaction, on students’ speaking confidence; and (3) explore linguistic challenges, including limited vocabulary and grammatical competence, that hinder speaking fluency. The study employed a mixed-methods design with an explanatory sequential approach, combining quantitative survey data from 30 students with in-depth interviews involving three selected participants. The findings revealed that fear of making mistakes (M = 3.70) and concerns about pronunciation (M = 3.50) were the primary sources of speaking anxiety. Qualitative results indicated that linguistic challenges were closely linked to psychological factors and shaped by classroom dynamics. While previous studies have highlighted peer pressure as a major source of anxiety, this study found that peer influence tended to be neutral within a supportive classroom environment. These findings suggest that speaking anxiety is shaped by the interaction of psychological, linguistic, and environmental factors. Therefore, effective interventions should adopt a holistic approach that integrates confidence-building, supportive teaching practices, and communicative activities.
This study explored university students' levels of autonomy and identified the challenges they face in becoming more autonomous learners within a university context. The research involved 80 students from a public university in Surabaya, East Java, Indonesia. A mixed-methods sequential explanatory design was employed, comprising two phases: a survey phase and an interview phase. The data were collected using closed-ended questionnaires to assess students’ levels of autonomy and semi-structured interviews to examine the challenges hindering students’ autonomy. Next, the quantitative data from the questionnaire were analyzed using simple statistical techniques, including percentages and mean scores, while the qualitative data were analyzed using thematic analysis. The findings revealed two key results. First, students showed high levels of autonomy across all dimensions—technical, psychological, political, and socio-cultural. Notably, none of the questionnaire items indicated a low level of autonomy. Students attributed their high autonomy to the flexibility of working independently at home and leveraging internet resources to complete their projects. They also displayed strong sociability, adaptability, and collaboration skills in achieving their goals. Second, the primary challenges faced by students to be more autonomous in online meetings involved: lecturers’ compulsory instructions, low motivation, lack of discipline, poor time management, dependence on lecturers, lack of skills, and limited interaction.
The appearance of multicultural societies and globalization as the problems in the field of English Language Teaching (ELT). Moreover, pluralism is used in the education system to support the belief that a variety of languages and cultures should be implemented in the teaching and learning process. Despite the growing attention to pluralism, comprehensive bibliometric analysis mapping this research domain remain limited. Therefore, this study conducted a bibliometric analysis, using statistical publication for assessing publications. It presents the most productive authors, countries, sources, and most cited articles. This study analyzed 98 articles, which were guaranteed to be impartial in their interpretive results. The data analysis is collected in Scopus and was analyzed using R.4.4.1 and VOS viewer to get the exact pattern. The results show that the United Kingdom stands as the highest published article, and HO WYJ and FUSTER C are the authors who show the impact leader. In addition, the International Journal of Bilingual Education and Bilingualism had the most publications, closely followed by the International Journal of Multilingualism. Keyword co-occurrence analysis showed that “multilingual” occupies a central position in the network visualization, indicating its pivotal role in pluralism-related research. These findings provide an overview of the state of pluralism studies in ELT and highlight the need for future research that explores specific pedagogical implementations and the role of digital technologies in promoting inclusive and culturally responsive language education. For ELT practitioners in Indonesia, these findings offer practical insights into integrating multilingual and culturally responsive approaches into classroom practices to better address diverse student backgrounds and learning needs.
Although EFL writing is considered a challenging skill for secondary school students to learn, there are still a few studies discussing how Indonesian EFL students use self-regulated writing strategies in their writing lessons. This survey study aims to discuss self-regulated writing strategies used by Indonesian secondary school students and identify whether gender differences exist in students’ use of self-regulated writing strategies. Sixty-five grade 12 students from a high school in Yogyakarta, Indonesia, agreed to participate in the study. The findings reveal that the profile of the participants’ writing self-regulated learning strategies, from the most frequently employed to the least frequently employed are: metacognitive judgment (M = 5.59, SD = 1.26), goal-oriented monitoring (M=5.23, SD=1.27), memorization (M=5.14, SD=1.27), emotional control (M=5.13, SD=1.29), writing planning (M=5.11, SD=1.32), and goal-oriented evaluation (M = 5.10, SD = 1.22). It also revealed that female students tended to employ more self-regulated writing strategies than their male counterparts. This study suggests that the teacher should optimize students’ use of writing self-regulated learning strategies by raising students awareness of the strategies in the classroom instruction. For future study, a correlation study between writing self-regulated learning strategies and students’ writing performance will enrich the discussion on how writing strategies may give benefits to students’ writing performance.
As workforce diversity increases in the globalization era, vocational education plays a crucial role in preparing students to be competent and industry-ready, with English serving as a key medium for professional integration. English as a Lingua Franca (ELF) has emerged as a flexible mode of communication, facilitating interaction not only between native and non-native speakers but also among non-native speakers from varied linguistic backgrounds. This study examines the perceptions of Indonesian Vocational Higher Education (VHE) students regarding the role and relevance of ELF in meeting global workplace communication demands. Participants consisted of sixty-nine sixth-semester English majors who had completed two- to three-month internships in various industries. Data were collected through a five-point Likert-scale questionnaire and semi-structured interviews, enabling both quantitative and qualitative insights. Statistical analysis using a t-test, following the Shapiro-Wilk normality test, revealed mean differences ranging from M = 2.95 (Q10) to M = 4.28 (Q14). These findings were supported by interview data, indicating that most participants viewed ELF as more suitable for workplace communication than traditional English as a Foreign Language (EFL) norm. The study highlights the need to align English Language Teaching (ELT) in vocational education with ELF-oriented principles to enhance communicative effectiveness in global professional settings.
