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.

This research was conducted to examine Indonesian students' experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students' English proficiency with the concern on the development of learner autonomy by using various information and communication technology.DOI:doi.org/10.24071/llt.2018.210203

This study aims to investigate the students' difficulties in listening and to explore the factors of students' listening difficulties. The writer uses mixed methods (qualitative and quantitative) with questionnaire and interview as the data collecting techniques. The participants of this research are 100 students of a senior high school in West Java who filled in the questionnaires and 8 students who took part in in-depth interviews. The quantitative approach is used to show the numeric data of the questionnaire about students' listening difficulties and the qualitative approach is applied to explore the factors of students' listening difficulties. The findings of the research show that the difficulties in listening skills faced by students include unfamiliar words, rate of speech, unfamiliar accent, unclear pronunciation, recording quality, and inadequate facility. As for the factors of those difficulties, it involed the students' background knowledge, lack of practices and environment noise.

This preliminary study attempts to examine the types and levels of writing anxiety experienced by Indonesian students studying at secondary schools and universities. Using a survey method, 219 Indonesian EFL students from secondary schools and universities were asked to complete a Second Language Writing Anxiety Inventory (SLWAI). Statistical analysis was performed using SPSS and found that many students across education levels experienced second language writing anxiety at moderate level. Results of SPSS calculation showed that there were significant differences between male and female students towards the types of anxiety. According to the table, it is clearly asserted that cognitive anxiety is significantly influenced by gender (t= 2.661, Sig.=0.008), nor avoidance behavior (t=-0.345, Sig.= 0.730) and somatic anxiety (t= 1.251, Sig.= 0.212). Moreover, male students (M= 3.30) are more likely to be anxious at the type of cognitive anxiety than female students (M= 2.99).