This quantitative survey attempts to explore factors that contribute to English as a foreign language (EFL) students' unwillingness to communicate across Indonesian secondary schools. To this end, an online questionnaire was distributed to the students via school Facebook pages and Twitter. A total of 158 students volunteered to participate, of which 122 were female, and 36 were male. The qualitative data were analyzed statistically using factor analysis, ANOVA, correlation, and regression. The study findings showed that there was significant correlation between the unwillingness to communicate scale (UCS) and its two factors, i.e. UCS1 and UCS2 were significant (r-UCS1 = .867, p < .01, r-UCS2 = .772, p < .01). These results indicate that students' unwillingness to communicate was highly influenced by whether or not students decided to stay away from the conversation or on the extent to which students valued the communication itself and vice versa. In addition, the regression analysis of the two variables, students' risk-taking to communicate and engagement in communication, revealed that none of the variables were perceived as predictors of the students' unwillingness to communicate [language class risk (LCR), β = -.198, t = -2.64, p = .009; and language class sociability (LCS), β = -.352, t = -4.69, p = .000].

This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students' writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.

<p>This short article reports on teachers’ use and perception of digital assessment recourses in primary school classroom. A total of eighteen primary school teachers participated in the study where they were asked to experience of using Kahoot and ZipGrade as digital assessment resources. Self-reflection survey was distributed to the teacher participants to capture their attitude and perception about the two applications. Findings revealed that teachers were positive towards the application of two assessment technology in classroom practice. The findings highlighted some factors that encouraged teachers to use Kahoot! and ZipGrade as digital assessment tools including the creation of fun learning environment, practicality, automated scoring and direct feedback. Despite these benefits, two critical challenges were addressed by teachers when incorporating the digital application at school such as the school context as well as teachers.</p>

This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxietyfrstractg the shrformance in thes