Khotimah Mahmudah, Hastowohadi, Hilda Rakerda

Unspoken Motivation: Investigating Speaking Difficulties and Language Interference Among Indonesian EFL Students

Introduction

Unspoken motivation: investigating speaking difficulties and language interference among indonesian efl students. Investigating speaking difficulties and language interference in Indonesian EFL students. Reveals lack of confidence, limited exposure, and external factors, urging pedagogical re-evaluation.

Abstract

Understanding the reasons behind Speech Difficulties and Language Interference is a very urgent matter to address amidst the ease of access to learning English. This study investigates the challenges faced by Indonesian university students majoring in English Education in speaking English fluently. Despite having completed more than six semesters, many still mix Indonesian and English during conversations and show reluctance to use English with peers. Through semi-structured interviews with ten students preparing for teaching internships, this research explores motivational, linguistic, and sociocultural factors contributing to their speaking difficulties. The findings reveal a lack of speaking confidence, limited exposure to English input, and negative perceptions about accent and dialect as primary obstacles. Moreover, external factors such as minimal digital access in rural areas and parental pressure to enrol in the English program significantly reduce students' motivation. This study calls for a re-evaluation of English language pedagogy in teacher training programs by integrating motivational and sociolinguistic awareness.

Review

This study, "Unspoken Motivation: Investigating Speaking Difficulties and Language Interference Among Indonesian EFL Students," addresses a highly pertinent and pressing issue within English language education. The authors adeptly highlight the paradox of persistent speaking difficulties and language mixing among university students, despite increased access to learning English. The focus on Indonesian university students majoring in English Education, who are preparing for teaching internships, makes the research particularly relevant for teacher training programs and future pedagogical reforms. The abstract clearly outlines the methodology of semi-structured interviews with ten students, indicating a qualitative approach suitable for exploring complex, nuanced factors contributing to these challenges. The paper's strength lies in its comprehensive exploration of various contributing factors beyond purely linguistic ones. By investigating motivational, linguistic, and sociocultural elements, alongside external pressures like limited digital access in rural areas and parental influence, the study offers a holistic perspective on speaking reluctance. The identification of a lack of speaking confidence, limited exposure, and negative perceptions about accent and dialect as primary obstacles provides valuable insights for educators. Furthermore, the inclusion of "unspoken motivations" in the title suggests a deeper dive into student psychology, which qualitative interviews are well-suited to uncover, providing richer data than quantitative surveys alone might yield. While the abstract promises a valuable contribution, a few areas might warrant further consideration in the full paper. Given the qualitative nature, the sample size of ten students, though common for in-depth interviews, might limit the broader generalizability of the findings, suggesting a potential need for subsequent studies with larger or more diverse populations to validate these insights. It would also be beneficial for the full paper to elaborate on how the "unspoken motivations" were specifically elicited and analyzed, beyond the explicit statements of students. Finally, while the call for a re-evaluation of English language pedagogy is crucial, the abstract could hint at more specific examples or directions for integrating "motivational and sociolinguistic awareness" into teacher training programs, providing clearer actionable recommendations.

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