English public speaking anxiety is a crucial issue experienced by students and it needs to be coped with acknowledging the importance of public speaking proficiency concerning today's demands. As EFL students, many studies have found that they encountered a considerable level of public speaking anxiety in which significantly affects their speaking quality. Therefore, measuring students' public speaking anxiety is essential since it can help both the students and teachers to know the level and primary causes of public speaking anxiety so that effective strategies can be designed to overcome this particular issue. Hence, the researchers attempt to investigate the level and primary causes of EFL students' public speaking anxiety. This present study participated by 34 third-semester students of the English Department at Universitas Tidar. In collecting the data regarding the public speaking anxiety level, the researchers used the Public Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong & Usaha (2012). Furthermore, the results from the questionnaire are delineated to explore the causes of public speaking anxiety. The study found that 58.8% of students experienced a medium level of public speaking anxiety. In addition, most of the students agreed that fear of negative evaluation becomes the major anxiety-provoking factor following by communication apprehension and test anxiety—lastly, only almost half of the students’ experience comfort in speaking English.

Video conferencing tools with their webcam features are among the platforms that support the implementation of an online learning system amid the Covid-19 pandemic. Thus, students' attitudes toward webcam use can carry out essential meanings in the teaching-learning process in distance learning. Through a survey method, the present study aimed to determine students' preferences toward webcam use and the reasons behind their behavior. The results indicated that Indonesian EFL students at an average level agreed to keep their webcams on during virtual classrooms. To this point, there are situations where they turn their webcams on and off during courses in a week. Several reasons, such as facing anxiety issues, having an internet connection problem, and concerning their privacy, become the primary reasons why they turned the camera off. Findings also highlighted that even though students had some difficulties using it, they tried to keep their cameras on during several courses even if it was not mandatory. It was sought to show respect and closeness to their lecturers and be more attentive in joining the online classes. Thus, the study offers implications for educators to encourage-not as mandatory-their students to turn their webcam on during online classes. Emphasize

The massive implementation of online learning as a response to the pandemic over these past two years has offered abundant opportunities to explore, discover, and incorporate strategies for its execution and to cope with the possible challenges. Taking this into account, this present study is proposed to find out the effectiveness of an innovative pedagogical strategy namely teams-game-tournament as the type of cooperative learning model to teach grammar in an online learning setting. This study employed a quasi-experimental research design involving ten graders of senior high school (N=56). They come from two groups: the experimental group using teams-game-tournaments and the control group with only the traditional in-class lectures. The results obtained from the t-test using SPSS confirmed that there is a significant difference in students’ grammar scores that were taught using the strategy compared to students’ scores in the control group without the treatment. In order words, the use of the given strategy is more effective to enhance students’ English grammar, particularly in the correlative conjunction understanding.