Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese.
The Modern Language Journal,
78(2), 155-168.
https://doi.org/10.2307/329005
Al-Khotaba, H. H. A., Alkhataba, E. H. A., Abdul-Hamid, S., & Ibrahim, B. (2020). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal, 10(4), 313-329.
Allan, D. (2004). Oxford Quick Placement Test. Oxford University Press.
Aleidan, G. B. (2024). The impact of motivation on enhancing speaking skill among Saudi learners: A literature review. English Language Teaching, 17(6), 1-18. https://doi.org/10.5539/elt.v17n6p18
Amogne, D., & Yigzaw, A. (2013). Oral communication apprehension, competence and performance among maritime engineering trainees. Journal of Media and Communication Studies, 5(1), 5-11. https://doi.org/10.5897/JMCS12.045
Aydin, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 30(1), 421-444.
Azizi, Z., Namaziandost, E., & Ashkani, P. (2022). Active learning as an approach to fostering EFL learners’ speaking skills and willingness to communicate: A mixed-methods inquiry.
Issues in Language Teaching, 11(2), 93-128.
https://doi.org/10.22054/ilt.2023.70542.744
Bakhshayesh, M., Jafarpour, A., & Hashemian, M. (2023). Relationship among critical thinking, multiple intelligence, and Iranian EFL learners’ speaking skill. Language Teaching Research, 26-37. https://doi.org/10.1177/13621688221144718
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press.
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310. https://doi.org/10.1080/07908318.2015.1058392
Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor effecting students’ English speaking skills. British Journal of Arts and Social Sciences, 2(1), 34-50.
Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition. Pearson.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th Ed.). Sage Publications.
Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613–659. https://doi.org/10.1111/j.0023-8333.2005.00319.x
Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8, 21–45.
Díaz, D. G., Parra, J. A., Leyva, N. L., Herrera, E. M., & Zambrano, L. D. (2023). The impact of task-based language teaching on English of EFL Learners’ Speaking Proficiency and Motivation. Ciencia Latina Revista Científica Multidisciplinar, 7(3), 3796-3810. https://doi.org/10.37811/cl_rcm.v7i3.6443
Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language Learning, 40(1), 45-78. https://doi.org/10.1111/j.1467-1770.1990.tb00954.x
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.2307/330107
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.
Febriyanti. (2011). Teaching speaking of English as a foreign language: Problems and solutions. Indonesia Scientific Journal Database, 1 (2), 133– 146.
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.x
Ghorbandordinejad, F. (2014). Motivation and autonomy as predictors of foreign language proficiency among the Iranian students of distance vs. traditional universities. International Journal of Applied Linguistics and English Literature, 3(6), 113–123.
Grasso, G. M. (2017). Language Anxiety: A study on communication apprehension and willingness to communicate in the older adult EFL learners’ context. (B.S. thesis), Università Ca’Foscari Venezia.
Guo, Z., & Xinbo, W. (2024). Research on the types and influencing factors of English learning motivation among English major undergraduates: A case study of third-year students at a university in East China. International Journal of Linguistics Studies, 4(3), 1-6. https://doi.org/10.32996/ijls.2024.4.3.1
Harmer, J. (2007). How to teach English. Pearson Education Limited.
Hashemifardnia, A., Shafiee, S., Esfahani, F. R., & Sepehri, M. (2021). Effects of massive open online course (MOOC) on Iranian EFL learners’ speaking complexity, accuracy, and fluency. Computer-Assisted Language Learning Electronic Journal, 22(1), 56-79.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Kansil, V. E., Tuna, J. R., & Liando, N. V. (2022). Analysis of students’ self-confidence on speaking skill. JoTELL: Journal of Teaching English, Linguistics, and Literature, 1(5), 653-675.
Khatoony, H., & Rahmani, L. (2020). Difficulties and weaknesses of speaking skill among Iranian EFL learners: a review article of speaking obstacles in applied linguistic students. International Journal of Language, Literature, Culture and History Studies, 2(2), 59-69.
Latham-Koenig, C., Oxenden, C., & Lambert, J. (2020). American English File. Oxford University Press.
Leary, M. R. (1983). A brief form of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9(3), 371-375. https://doi.org/10.1177/0146167283093007
Leilei, J., Siqi, H., Yuhan, S., Vijayaratnam, P., Sivarajah, A., & Pengfei, D. (2023). Quality education: A study on the factors influencing enjoyment of learning English among higher educational institution students. Migration Letters, 20(S3), 54-62. http://dx.doi.org/10.59670/ml.v20iS3.3755
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input1. Applied Linguistics, 4(2), 126-141. https://doi.org/10.1093/applin/4.2.126
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
Masrom, U. K., Alwi, N. A. N. M., & Daud, N. S. M. (2015). The role of task complexity and task motivation in language production. GEMA Online Journal of Language Studies, 15(2), 33-49.
McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4, 78-96.
Mejias, H., Applbaum, R. L., Applbaum, S. J., & Trotter, R. T. (1991). Oral communication apprehension and Hispanics: An exploration or oral communication apprehension among Mexican American students in Texas. In E. Horwitz & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 87-97). Prentice Hall.
Mobini, F., Ghanavi Chakani, S., & Aliasin, S. H. (2024). Iranian EFL learners’ foreign language speaking anxiety and their speaking performance at remote learning. Journal of Interdisciplinary Research in English Language Communication, 1(1), 57-69. https://doi.org/10.30470/irelc.2024.2043893.1010
Munirah, F., & Muhsin, M. A. (2015). Using task-based approach in improving the students’ speaking accuracy and fluency. Journal of Education and Human Development, 4(3), 181-190.
Narayana, I. G. P. P. (2023). The crucial factors to successfully acquire a target language. International Journal of Multicultural and Multireligious Understanding, 10(6), 289-295. http://dx.doi.org/10.18415/ijmmu.v10i6.4800
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational Change. Pearson Education.
Nurhadi, T., Nugraha, S. I., & Ridwan, I. (2024). Exploring the implementation of task-based language teaching in teaching speaking to secondary EFL learners: A qualitative case study. PROJECT (Professional Journal of English Education), 7(5), 1207-1219.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Rana, M. S., & Shaikh, R. (2024). The role of English speaking-skills in career progression: A case study among Sudanese undergraduate EFL students. World Journal of English Language, 14(2), 349-349.
Sari, D. (2017). Speaking anxiety as a factor in studying EFL. English Education Journal, 8(2), 177-186.
Suban, T. S. (2021). Teaching speaking: activities to promote speaking skills in EFL classrooms. Lectio: Journal of Language and Language Teaching, 1(1), 41-50.
Tang, S. (2024). Study on the contribution of pragmatics to the development of communicative competence from the perspective of applied linguistics. International Journal of Education and Humanities, 12(1), 114-118. https://doi.org/10.54097/cbzw1s43
Taufik, M. (2024). English language proficiency and career opportunities: Perceptions of Indonesian University graduates. Language Value, 17(1), 85-107.
Thaher, M. (2005). Communication apprehension among An-Najah National University students. An-Najah University Journal for Research, 19(2), 627-678.
Ushioda, E. (1996). Developing a dynamic concept of L2 motivation. In Hickey, T. (Ed.), Language, education and society in a changing world. Multilingual Matters.
Weyreter, M., & Viebrock, B. (2014). Identity construction in adult learners of English for Specific Purposes (ESP): Exploring a complex phenomenon. In D. AbendrothTimmer & E. Hennig (Eds.), Plurilingualism and multiliteracies: International research on identity construction in language education (pp. 145-158). Peter Lang AG.
Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439. https://doi.org/10.2307/329492
Zakaria, W. N. F. W., & Hassan, N. S. I. C. (2015). Communication apprehension among part one business students in Universiti Teknologi Mara (UITM) Kelantan. International Journal of Arts, Science & Commerce, 6(1), 1-9.
Zhang, Y., & Liu, L. (2018). Using computer speech recognition technology to evaluate spoken English. Kuram ve Uygulamada Egitim Bilimleri, 8 (5), 134-135.