Speaking Class Research Articles

“My Name Eiz…”: Slip of the Tongue, Somatic Anxiety, and its Strategy in English Speaking Class

The present study delves into the types of slip of the tongue occurring in formal speaking class accompanied by somatic anxiety and strategies to reduce it. The research employed a qualitative approach through students' observation of simulation, survey, and in-depth interviews. The participants were 91 students of the English language program joining the formal speaking class. The data were analyzed using the theory of slip of the tongue and the framework of somatic anxiety. The result revealed four types of tongue slips found in the formal speaking class: addition, substitution, perseveration, and repetition. The students with somatic anxiety produced more slip of the tongue than the non-anxious students. Substitution is the most dominant error produced by students. Most substitutions occurred due to the phonological similarity effect either in the mother tongue or in the target language. The findings also reported that the slip of the tongue was accompanied by somatic symptoms such as cardiopulmonary symptoms, musculoskeletal, gastrointestinal, and general symptoms. Students mostly experience cardiopulmonary symptoms palpitations, heavy sweating or perspiration, and nausea followed the symptoms. In addition, the internal factors that contributed to the slip of the tongue were fear of the stage, lack of confidence, and shyness factor. Finally, music therapy is perceived to be effective in alleviating the students' somatic symptoms and speech errors.

An Analysis of Teacher and Students’ Talk in their Online Public Speaking Class Interaction Via Zoom Cloud Meeting (Qualitative Research)

The phenomena of Covid-19 challenges the government in carrying out the classroom activity; for this reason, the government issued a policy to change studying activities which are commonly achieved in the classroom into studying from home throughout the Covid-19. This research discusses teacher and students’ talk in their online public speaking class interaction via zoom cloud meeting. The purpose of this study was aimed to find out the types of teachers and students chatting in their online interaction via zoom cloud meetings, the types of classroom interaction in public speaking class via zoom cloud meetings, and to find out students’ perceptions toward their teacher talk through zoom cloud meeting. The present study used a qualitative paradigm with the type of intrinsic case study. Thirteen students from a 2C public speaking class in an English education program, and an English lecturer participated in this research. The data taken from observation aims to find out types of teacher and students talk in public speaking class via zoom cloud meeting, and types of classroom interaction in public speaking class. Meanwhile, a set of questionnaires was employed to collect data about the students’ perceptions toward their teacher talk through zoom cloud meeting. The data from observation were proceeded by means of FLINT System to interpret teacher and students' talk; regarding the type of classroom interaction was adapted from Malamah-Thomas (1987 as cited in Alifea Asanuary Sharliz, 2017). The questionnaire data were analyzed using the Likert Scale measurement. The findings revealed that the types of teachers and student talk and the types of classroom interaction that occurred in class 2C were dominated by the teacher talk. Although students prefer to talk a lot in class, the results of this study indicated that the teacher talks more in class. The researcher suggests for the public speaking teacher to make changes in classroom activity for the coming semester, i.e., the teacher facilitates students to talk a lot during the process of teaching and learning.

The Students’ Anxiety in Learning English at the Eighth Grade of SMPS

The research focuses on the different types of anxiety experienced by students while learning English and the factors that cause this anxiety among eighth grade students at SMPS Elhafidziyah. Using a qualitative approach, this study collected data through observation and interviews, using descriptive analysis for data interpretation. The findings revealed that students in eighth grade at SMPS Elhafidziyah there are two kinds of anxiety were experienced by the students in learning English at the Eighth Grade of SMPS Elhafidziyah, they are State Anxiety, it caused students were very stressful about having to speak in front of the class and trait anxiety, the students fear and did not understand all the language. There were three factor such as factor type of task, the students felt anxious in practicing the speaking class; fear of making mistakes, most of students afraid to make mistake, the role of the language teachers.

The Perception of Students EFL Class in English Language Learning after Using Voicespice Platform in A Speaking Class

The Perception of Students EFL Class in English Language Learning after Using Voicespice Platform in A Speaking Class

Analysis of the Current Situation of English Majors’ Oral English Class: A Case Study of Xiamen University Tan Kah Kee College

In the context of reform and opening up and the requirements of the new era, foreign language teaching has always been an important part of cultivating high-quality talents in China, especially English teaching. However, there is still a traditional way of education in the college oral English classroom. Teachers focus on the output of English knowledge, while students need more opportunities to practice speaking English. Thus, there is still room for improvement in the content and form of oral English classes in colleges and universities, which has some research value. In order to improve the oral English classes in today’s colleges and universities, this study takes the English majors’ Oral English class at Xiamen University Tan Kah Kee College as the research object. Based on the interview of the oral English teacher and the observation and analysis of the classroom, the strengths and weaknesses of the classroom are discussed, alongside feasible suggestions and reflections. Meanwhile, it can provide some reference for foreign teachers and other majors in teaching English as a foreign language and provide practical suggestions for improving the content and form of the speaking class in the future to improve students’ language skills and communicative abilities in an absolute sense.

Student Engagement Dynamics in Hybrid English Speaking Classes: A Study on Synchronous and Asynchronous Learning in Indonesia

The study investigates student engagement in hybrid English-speaking classes at an Indonesian university, emphasizing synchronous and asynchronous learning. Hybrid learning combines live (synchronous) and flexible (asynchronous) methods to enhance student engagement in cognitive, behavioral, and emotional dimensions. Conducted as a qualitative study, this research involved 20 second-semester students from the Faculty of Language and Literature at Universitas Negeri Makassar. Data were collected through semi-structured interviews to explore students’ engagement in hybrid English-speaking classes across synchronous and asynchronous learning. The findings reveal that hybrid learning fosters high levels of cognitive engagement by promoting active participation, critical thinking, and access to resources supported by responsive lecturers. Behavioral engagement is similarly enhanced through interactive digital tools and inclusive class discussions, encouraging frequent practice and skill reinforcement. Emotional engagement, however, varies, as some students benefit from the flexibility of online learning, while others face challenges due to reduced face-to-face interaction with lecturers. Key challenges identified include maintaining consistent motivation in virtual environments, managing distractions in home settings, and addressing feelings of being overlooked due to limited real-time lecturer attention. Additionally, technology dependency and variable comfort levels with hybrid learning pose challenges for engagement. The study concludes that effective hybrid learning designs that address cognitive, behavioral, and emotional engagement can significantly enhance student involvement and learning outcomes. These insights contribute to a better understanding of engagement dynamics in hybrid English-speaking courses, offering practical implications for designing more effective learning experiences. However, the study's focus on a specific group of English-speaking students at one institution limits how broadly the findings can be applied. To better understand the strengths and challenges of hybrid learning, future studies should consider a more diverse sample, mix qualitative and quantitative data, and look at how instructor involvement impacts engagement across different learning environments.

THE DEVELOPMENT OF EDUCATIONAL GAME WITH SPINNING WHEELS FOR SPEAKING CLASS TO THE TENTH GRADE OF MADYATAMA VOCATIONAL HIGH SCHOOL PALEMBANG

The objective of this research was to develop of educational game with spinning wheels for speaking class to the tenth grade of Madyatama Vocational High School Palembang. The method use in this development is the ADDIE (analysis, design, development, implementation, and evaluation) model. Data was collected through interviews, tests (one-to-one test and small group test), and questionnaires to assess the needs of students and teachers regarding speaking activities in the classroom. The research results show that the development of spinning wheels media for English speaking classes are declared valid with percentage score of 95,4%, the practicality value gets a percentage score of 95,3% with very practical criteria, and the effectiveness value gets a percentage score of 89,1% with a very effective category. It means that the development of educational game with spinning wheels for speaking class was very valid, and suitable to be implemented in speaking class.

PAIR-WORK FOR SPEAKING CLASS FOR FORMAL INTERACTION IN UNIVERSITY

This article contains students' pair work interactions on developing their speaking skills in speaking class. Pairing students for their speaking practice was more effective than grouping the students. But in this study that was not always the case. There are some requirements to complete the effectiveness of pair-work interaction. Thus, to collect the data, the author observed a speaking class in one of the universities in Surabaya with the consent of the faculty and the lecturer. The collected data will be analyzed using interactive analysis techniques and was presented in a descriptive form. There were two classes that were observed with 26 students in first class and 27 students in second class. When the students present are an odd number the lecturer will make it one group with three people. The lecturer lets the students have freedom to choose their own partner. The topic that was given to the students was "Welcoming Visitor”. From the observations the task was more successfully carried out by the second class than the first class. Pairs in the first class are less active than the second class. This can be seen from when they discussed how they proceed with the assignment of this speaking class. Based on the experience of this current study it is advisable to observe pair-work activities within smaller student groups than those of the current study, as observing large-scale pairs can be overwhelming for the observer. When observing large-scale pairs it is advisable to employ more than two observers. Thus the results would yield richer information and enhanced result consistency when monitoring a class engaged in pair work.

A Narrative Study of Pre-Service English Teachers' Perspective on Code-Switching Activities in Their Speaking Class

The majority of Indonesians can speak two or more languages. Code-switching is the practice of language changing or switching to another, which is highly widespread in bilingual and multilingual communities like Indonesia. Code-switching is a phenomenon that also happens throughout the teaching process in ELT classrooms. English is chosen as the medium of instruction in several contexts in Indonesia. One of the contexts is when pre-service English teachers use English as their primary language of teaching. The study aims to explore pre-service English teachers’ perspectives on code-switching in their Speaking classes. The study was performed at the English Education Department in one of the state universities in Jember, Indonesia. An interview was utilized to generate the data. Three pre-service English teachers were voluntarily taken as the participants. The data were analyzed using Thematic Analysis. There were three key perceptions identified from the participants' responses, namely positive attitude, negative attitude, and suggestion on code-switching implementation.

학생 참여형 말하기 수업 설계와 교육 효과

This study aims to operate a student-participatory speaking class in accordance with the changes in the environment of speaking education in universities and to examine its effects. Social changes demand changes in speaking methods, and universities are also designing the direction and content of speaking education accordingly. The student-participatory speaking course introduced in this study focuses on speaking classes that students experience after covering basic theories. To this end, we examined the changes in the university speaking education environment and, based on this, examined the design and operation of student-participatory speaking classes centered on ‘self-introduction speaking for employment purposes.’ The student-participatory speaking class consists of three stages: Stage 1 (Exploration) exploring communication methods, Stage 2 (Relation) establishing relationships between members, and Stage 3 (Communication) full-fledged communication. In addition, the actual content of the studentparticipatory speaking class operation, self-introduction speaking for employment purposes, was presented. Self-introduction speaking for employment purposes also proceeds in three stages: Stage 1: theory learning, Stage 2: experiential activities, and Stage 3: feedback and self-reflection. Through experiential activities, students can objectively analyze the strengths and weaknesses of their speaking and improve their attitude and content of their next speech. Student-participatory speaking classes can ensure the sustainability of learning outcomes, foster practical communication skills, and improve practical presentation skills. However, in order for student-participatory speaking classes to be effective, instructors must understand the characteristics of students in advance, ensure efficiency and flexibility in class operation as students directly participate, and professors must have the know-how to operate classes. When these requirements are met, the goals of student-participatory speaking classes can be achieved.

Exploring the Effects of EdTech on Intrinsic Motivation, Extrinsic Motivation, and Self-Efficacy in EFL Speaking Classes

Exploring the Effects of EdTech on Intrinsic Motivation, Extrinsic Motivation, and Self-Efficacy in EFL Speaking Classes

Integrating Digital Storytelling through Online Learning to Reduce Students’ Speaking Anxiety

Online learning has been widely used in delivering materials to students. Likewise, many private institutions in Indonesia also implement online learning. They utilize online learning platforms such as Zoom Meeting, Google Meet, and Google Classroom to support the process of teaching and learning. However, during online speaking classes, students’ anxiety poses as one of the biggest problems that obstruct students in improving their skills. Digital storytelling can be considered as one of the media to improve students’ speaking skills. This research aims to investigate the implementation of digital storytelling through online learning to reduce students’ speaking anxiety in an Indonesian private institution and to find out students’ perspectives on the benefits and challenges in regard to its implementation. A single qualitative case study was carried out involving one student in a private institution. The data were collected through three main instruments: classroom observation, interview with the student, and a questionnaire. The collected data from the questionnaire were analyzed based on six sources of anxiety proposed by Saglamel and Kayaoglu (2013) and the questionnaire was adopted from Horwitz et al. (1986) to measure student’s speaking anxiety. From the results of observation, interview, and questionnaire, it can be concluded that implementing Digital storytelling in an online learning can reduce the student’s level of speaking anxiety.

EFL learners’ challenges to speak English in online speaking classes

EFL learners’ challenges to speak English in online speaking classes

Lecturers' Interpersonal Communication Skills and Their Influence on Student Engagement in EFL Speaking Classes

This study examines the role of lecturers' interpersonal communication skills in enhancing English as a Foreign Language (EFL) speaking classes, focusing on both verbal and nonverbal communication strategies. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations involving two EFL lecturers in Indonesia. The findings reveal that lecturers’ deliberate application of interpersonal communication, including verbal techniques such as modeling English use and engaging discussions, as well as nonverbal cues like gestures and body language, positively impacts students’ motivation, confidence, and active participation in speaking activities. Lecturers highlighted the importance of building rapport and creating a supportive classroom environment to foster student engagement, aligned with Vygotsky's Social Constructivist Theory on interactive learning. However, challenges related to cultural variations in nonverbal communication were noted, indicating a need for intercultural awareness in diverse classrooms. This study contributes to EFL pedagogy by emphasizing the significance of interpersonal communication in promoting effective language learning and suggests incorporating communication skills training into EFL teacher development programs.

The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence

Based on the Interaction Hypothesis, the study investigates the impact of different conversational Generative Artificial Intelligence (GenAI) chatbots on English as a Foreign Language (EFL) learners’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA), self-perceived communicative competence (SPCC) and speaking performance. Three groups of Chinese undergraduate students were recruited: a control group (CG, N = 33) and two experimental groups (EG1, N = 33; EG2, N = 33). The CG interacted with the teacher and classmates during the speaking class. In contrast, EG1 interacted with a text- and voice-based conversational GenAI chatbot called Typebot, while EG2 engaged with a conversational GenAI chatbot that featured both text and voice interaction along with human-like avatars named D-ID Agent. Quantitative analysis using multilevel modelling revealed that EG2 showed significant improvements in WTC and SPCC and a notable reduction in FLSA levels compared to CG. However, the pre- and post-speaking test results showed no significant differences in speaking performance across the groups. Qualitative data from semi-structured interviews supported these findings, highlighting the immersive learning experience and emotional support provided by the human-like avatars. These results suggest that visually embodied GenAI chatbots can effectively enhance the emotional experience during the language learning. The study provides practical insights for language educators on integrating GenAI technologies in language teaching, emphasising the benefits of human-like avatars in fostering a more engaging and supportive learning environment.

Implementation of Five Pushed Output Activities in an EFL Speaking Class

This paper describes the implementation of five activities (individual oral presentation, impromptu speech, graduation speech, puppetry, and voice-over roleplay) in an EFL speaking class at a Turkish university. In order to make students produce English output and change their resistance towards in-class participation, a ten-week programme has been implemented. Providing L2-speaking experience under different task conditions, the aim was to investigate student narratives on advantages and disadvantages of each activity and to illustrate how spoken production activities could be useful in getting EFL learners to talk. Qualitative data collected through journal entries, focus group discussions, and classroom observations have been analysed using thematic narrative analysis. Findings indicate that students favour the diversity in speaking activities they do in the classroom and highlight unique aspects of each activity type based on their learning experiences. Implications applicable to EFL teachers practising in similar contexts are also discussed.

Chinese Speaking Class Assignment Study : Speaking by Converting Dialogue into Narrative

Chinese Speaking Class Assignment Study : Speaking by Converting Dialogue into Narrative

Libyan EFL Undergraduates’ Motivation Toward Integrating Improv Cards with Role-Play Technique in English Speaking Classes

Libyan EFL Undergraduates’ Motivation Toward Integrating Improv Cards with Role-Play Technique in English Speaking Classes

The Captivating Wine: A Case Study of Situational Teaching Method in High School English Listening and Speaking Classes

The Captivating Wine: A Case Study of Situational Teaching Method in High School English Listening and Speaking Classes

English Foreign Language Teachers’ Strategy in Teaching Speaking Classes: A Case Study at the Rumah Inggris Jogja

This research aims to find out English teachers' strategies in teaching English-speaking classes at the Rumah English Jogja, explore the challenges faced by two English teachers in teaching speaking classes, and how they solve these problems. The present study utilized qualitative design with descriptive analysis, and the respondents were two teachers who teach English speaking classes. Observations and semi-structured interviews were employed to obtain the data. All data gathered were gone through several analysis steps: data reduction, data display, and conclusion. The findings revealed that the teaching strategies used by Mr. A were the question & answer, conversation, drilling, storytelling, and conversation strategy. Meanwhile, Mr. M, applied translation, repeating, group work, drilling, role play, reporting, game, story completion, interview, and question & answer. The result of the interview with Mr. A, and Mr M, revealed that they found it difficult to deal with new students as they were not well prepared to join the speaking class. Mr. A found it hard to stimulate and motivate his students who were not familiar with the topic discussed. Meanwhile, Mr. M, pointed out some of his difficulties, including the difference in learners' characteristics, and the variety of learners' needs, wants, and lacks in the class. Having a personal approach to students, being good friends, and creating an enjoyable learning atmosphere are several good efforts to do.