African American Vernacular English (AAVE) is a rule-governed variety of English that remains marginalized in many EFL classrooms, where Standard English dominates instruction. In Indonesia, students are increasingly exposed to AAVE through digital media, yet little is known about their perceptions of this variety. This study explored students’ perceptions of AAVE in English learning contexts at Tadulako University. A descriptive qualitative design was employed, with data collected through semi-structured interviews involving three eighth-semester English Education students. The data were analyzed using thematic analysis. The findings revealed three major themes: students’ initial impressions and emotional responses to AAVE, their views on its legitimacy and role in English education, and the influence of digital media on their perceptions and language use. Overall, the participants perceived AAVE as a legitimate and culturally meaningful variety of English while recognizing Standard English as more appropriate for formal academic settings. Although the findings provide in-depth insights into students’ perceptions, the small sample size limits the transferability of the results to broader EFL contexts. Nevertheless, this study highlights the importance of introducing diverse English varieties in EFL classrooms to promote linguistic awareness, cultural understanding, and inclusive language education.
Valen Alka Bilal Ananda, Wahyudin Wahyudin, Maghfira Maghfira et al.· Journal of English language...· 0 citations
This study aimed to describe the speaking difficulties and their underlying causes experienced by English Education students from rural areas at Tadulako University. The study employed a descriptive qualitative research design involving three first-year students of the English Education Study Program who were selected through snowball sampling. Data were collected through semi-structured interviews and supported by documentary evidence. The data were analyzed using Braun Clarke (2006) thematic analysis. The findings revealed that the participants experienced various speaking difficulties, including limited vocabulary, grammatical problems, pronunciation difficulties, hesitation, frequent pauses, and difficulties organizing ideas. The participants also tended to translate their ideas mentally from their first language into English before speaking, which affected their fluency and confidence. Several factors contributed to these difficulties, particularly speaking anxiety, limited opportunities for speaking practice, and minimal exposure to English outside the classroom. The study concludes that students’ speaking difficulties are influenced by both linguistic and non-linguistic factors. Therefore, supportive learning environments and meaningful opportunities for communication are needed to improve their speaking competence and confidence.
Nurlela Nurlela, Mochtar Marhum, Sukmawati Sadilia et al.· Journal of English language...· 0 citations
Speaking anxiety is a common challenge that affects students’ confidence, participation, and oral performance in English language learning. Although previous studies have identified the causes and levels of speaking anxiety, limited attention has been given to students lived experiences and how they cope with anxiety in authentic classroom contexts. Understanding these lived experiences is essential because it provides deeper insights into the emotional and contextual factors that influence students’ willingness to communicate and enables educators to develop more responsive pedagogical practices. This study aimed to explore English Education students lived experiences of speaking anxiety at Tadulako University using a qualitative phenomenological approach. Data were collected through in-depth semi-structured interviews with three fourth-semester students and analyzed using Colaizzi’s Seven-Step Phenomenological Method. Four major themes emerged: sources of speaking anxiety, emotional responses during speaking activities, coping strategies, and the role of classroom support. The findings revealed that speaking anxiety was influenced by fear of making mistakes, lack of confidence, limited vocabulary, classroom atmosphere, classmates’ reactions, and lecturer expectations. Students managed their anxiety through positive thinking, careful preparation, repeated practice, and AI voice chat applications, highlighting the interaction between psychological and instructional factors in shaping speaking experiences.
A. Tiara, Mochtar Marhum, Desrin Lebagi et al.· Journal of English language...· 0 citations
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