Rosinta Panjaitan, Izzati Gemi Seinsiani

First language interference on EFL learners’ speaking ability at the higher education level

Introduction

First language interference on efl learners’ speaking ability at the higher education level. This research explores L1 interference on Indonesian EFL learners' speaking ability in higher education. It identifies grammatical and phonological issues, hindering accuracy and fluency, and recommends communicative teaching methods.

Abstract

This research examines the influence of first language (L1) interference on the speaking ability of Indonesian EFL learners at the higher education level, focusing on English Education students. Using a mixed method approach, data were gathered through questionnaires (closed-ended and open-ended) and semi-structured interviews with intermediate-level learners in English. The findings identify two dominant forms of L1 interference: grammatical and phonological. Grammatical interference involves the transfer of Indonesian sentence structures and tense usage into English, while phonological interference appears in the mispronunciation of unfamiliar English sounds. Four key factors contribute to this interference: linguistic background, proficiency level, psychological barriers, and learning strategies. The interference significantly hinders both accuracy and fluency, often due to mental translation habits, lack of confidence, and overreliance on grammar-based instruction. The study concludes that L1 interference is a complex issue requiring communicative, confidence-oriented teaching methods and greater exposure to authentic English use. This insight offers practical implications such as the implementation of short lessons that give EFL students space to study or practice without pressure so that they can improve their English as a foreign language skill.

Review

This research provides a timely and pertinent examination of first language (L1) interference on the speaking ability of Indonesian EFL learners at the higher education level, specifically focusing on English Education students. The study's objective is clearly articulated, addressing a persistent challenge in second language acquisition that holds significant implications for both learners and educators. The use of a mixed-methods approach, combining questionnaires and semi-structured interviews, is a commendable strength, promising a comprehensive and triangulated understanding of this complex phenomenon. This methodological choice allows for the collection of both broad patterns and in-depth individual perspectives, thus enriching the findings. The study effectively identifies two primary forms of L1 interference—grammatical and phonological—detailing their specific manifestations such as the transfer of Indonesian sentence structures and mispronunciation of unfamiliar English sounds. Crucially, the research moves beyond mere identification by exploring four key contributing factors: linguistic background, proficiency level, psychological barriers (including lack of confidence and mental translation habits), and learning strategies. These insights deepen our understanding of why interference occurs and how it hinders both accuracy and fluency. While the abstract sufficiently outlines these points, a full paper would benefit from elaborating on the specific design of the mixed methods, including sample size and a more precise definition of the "intermediate-level learners" involved. The practical implications drawn from this study are particularly valuable. The conclusion that L1 interference requires communicative, confidence-oriented teaching methods and greater exposure to authentic English use resonates strongly with contemporary pedagogical approaches. The suggestion of implementing "short lessons that give EFL students space to study or practice without pressure" is an innovative and actionable recommendation that directly addresses the identified psychological barriers and overreliance on grammar-based instruction. This low-stakes practice environment could significantly foster learner confidence and reduce anxiety. Overall, this research makes a valuable contribution to the field of EFL instruction, offering clear directions for educators seeking to mitigate the impact of L1 interference on speaking proficiency.

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