Integrating online dynamic assessment and active learning to mitigate speaking anxiety in EFL contexts: A conceptual framework

Authors

  • Ikma Wati Department of English Language and Literature, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia
  • Anisa Nurjanah Department of English Language and Literature, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia
  • Zhyldyz Tunguchbaevna Takenova Department of Pedagogy, Institute of Foreign languages, Ala-Too International University, Kyrgyzstan
  • Dinara Asanova Department of Pedagogy, Institute of Foreign languages, Ala-Too International University, Kyrgyzstan

DOI:

https://doi.org/10.58712/se.v1i2.110

Keywords:

active learning, dynamic assessment, EFL, online learning, speaking anxiety

Abstract

Speaking anxiety remains a persistent challenge for learners of English as a Foreign Language (EFL), particularly in online learning environments where limited interaction, delayed feedback, and concerns about performance visibility may intensify emotional discomfort. Such anxiety often leads to reduced participation, diminished confidence, and slower speaking development. While previous research has examined Online Dynamic Assessment (ODA) and Active Learning (AL) independently, limited attention has been paid to their pedagogical integration as a unified framework for reducing anxiety. Drawing on sociocultural theory and recent empirical studies published between 2021 and 2025, this conceptual paper proposes an integrative ODA-AL framework designed to address both the cognitive and affective dimensions of EFL speaking. ODA emphasizes mediated feedback and scaffolding to support learners’ developmental potential, while AL promotes engagement, enjoyment, and social interaction through participatory speaking activities. The proposed framework conceptualizes speaking anxiety reduction as an outcome of pedagogical design that aligns assessment with instruction and emotional support. This study contributes to theoretical discussions on affective variables in language education and offers practical implications for EFL instructors. Directions for future empirical research are also discussed.

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Published

2025-12-18

How to Cite

Wati, I., Nurjanah, A., Takenova, Z. T., & Asanova, D. (2025). Integrating online dynamic assessment and active learning to mitigate speaking anxiety in EFL contexts: A conceptual framework. Scientific English, 1(2), 87–96. https://doi.org/10.58712/se.v1i2.110

Issue

Vol. 1 No. 2 (2025): Regular Issue

Section

Articles

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Copyright (c) 2025 Ikma Wati, Anisa Nurjanah, Zhyldyz Tunguchbaevna Takenova, Dinara Asanova

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This work is licensed under a Creative Commons Attribution 4.0 International License.