http://jeet.fkdp.or.id/index.php/jeet/issue/feed 2026-06-17T02:17:48+00:00 Siti Mualiyah sm.academicdesk@gmail.com Open Journal Systems <p><strong>Journal of English Education and Technology (JEET)</strong> is an international, double-blind peer-reviewed journal dedicated to advancing scholarly dialogue at the intersection of English Language Teaching (ELT) and digital innovation. JEET focuses on the transformative role of technology in second language acquisition, pedagogical practices, and learner cognition, with a particular emphasis on <strong>EFL (English as a Foreign Language)</strong> and <strong>Global South</strong> contexts.</p> <p>The journal publishes high-quality empirical research and systematic literature reviews addressing critical themes, including:</p> <ul> <li class="show"><strong>Artificial Intelligence and Machine Learning in ELT</strong></li> <li class="show"><strong>Immersive Technologies (AR/VR/XR) in Language Education</strong></li> <li class="show"><strong>Digital Equity, Teacher Agency, and TPACK Evolution</strong></li> <li class="show"><strong>Human–Computer Interaction and Digital Wellbeing in Learning</strong></li> </ul> <p>JEET is published <strong>twice a year (June and December)</strong> in both digital and print formats. The journal upholds rigorous ethical standards in accordance with COPE guidelines and requires all submissions to demonstrate significant theoretical and practical contributions to the field.</p> <p><strong>Key Information</strong></p> <ul> <li class="show"><strong>Focus:</strong> Digital Transformation in ELT and Applied Linguistics</li> <li class="show"><strong>Peer Review:</strong> Double-Blind (minimum of two independent reviewers)</li> <li class="show"><strong>Open Access:</strong> Immediate and full open access (CC BY-SA 4.0)</li> <li class="show"><strong>Submission:</strong> All manuscripts must be submitted exclusively via the Online Submission System (OJS). JEET does not accept submissions via email to ensure integrity and traceability.</li> </ul> http://jeet.fkdp.or.id/index.php/jeet/article/view/160 2026-06-17T02:17:48+00:00 Neli Fitri Rohdina nelifitri.2022@student.uny.ac.id Joko Priyana joko.priyana@uny.ac.id

<p><strong><em>Purpose:</em></strong> Speaking is a fundamental skill for students learning English as a Foreign Language (EFL). However, many learners struggle with speaking, which could be due to anxiety, lack of confidence, or limited media for practice. This study investigated the effectiveness of self-recorded video activities in improving students' speaking proficiency.</p> <p><strong><em>Design/methodology/approach:</em></strong> It employed a Classroom Action Research (CAR) approach. Data were collected from pre-tests, post-tests, questionnaires, observations, and interviews among tenth-grade students at SMAN 1 Kedondong.</p> <p><strong><em>Findings:</em></strong> The findings revealed that self-recorded videos significantly enhance students' pronunciation, fluency, coherence, and speaking confidence. Statistical analysis of the test scores indicated measurable improvement with increased motivation and engagement. Students reported a positive learning experience even though they were faced with initial challenges, such as discomfort with self-recording and technical difficulties.</p> <p><strong><em>Research limitations/implications:</em></strong> The relatively short period over which the self-recorded video technique was implemented may not have been sufficient to observe the long-term effects on students' speaking abilities.</p> <p><strong><em>Practical implications:</em></strong> English teachers are encouraged to adopt the self-recorded video technique as an alternative approach to teaching speaking skills.</p>

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