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Mochlis Ekowijayanto

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Open access Aug 2026

EFL Learners’ English Engagement in LinkedIn-Based Professional Digital Practices: Exploring Career-Oriented Motivation

Objective: Many students today consider English as an essential requirement for entering the workforce, especially because professional activities are increasingly conducted in the digital realm. Platforms like LinkedIn are more frequently exposing students to the use of English in real professional contexts, ranging from preparing for the job application process to the demands of professional communication in English. This situation encourages students to pay more attention to learning English through various digital media outside the classroom. The purpose of this research is to examine the relationship between career-oriented motivation and EFL learners’ engagement in learning English on LinkedIn as a professional digital space. Method: This research uses a mixed-method approach with a sequential explanatory design and involves 28 advanced students from English education programs at two universities in Probolinggo. Data were collected using two main instruments: questionnaires and daily reflection journals. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were analyzed thematically. Findings: The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace. This exposure is linked to students’ growing awareness that English is a crucial component of professional development. Although motivation levels did not show a significant correlation with the frequency of LinkedIn use, students with stronger professional motivation tended to practice professional English communication more actively in the digital space. Novelty: This study expands research on informal digital English learning (IDLE) by demonstrating that professional digital platforms such as LinkedIn help shape EFL learners’ perceptions of the importance of English in the workplace and encourage them to engage more actively in English learning through various digital practices outside the formal education setting.

Wildani Mukhollafah, Mochlis Ekowijayanto · 0 citations
Open access Jul 2026

Exploring English Speaking Anxiety in EFL Context: A Lesson from First Year University Students

English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.

Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto · 0 citations