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All Journal Jurnal Dimensi Language and Education Journal
Niwanda, Tantri
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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THE CONTRIBUTING FACTORS TO STUDENTS’ DEMOTIVATION IN ENGLISH SPEAKING CLASSES Sandre, Adhitya Saifulloh; Syahputra, Bayu Kurniawan; Ginting, Kiki Octaviani; Fhadila, Kenny Dwi; Salsabila, Salsabila; Niwanda, Tantri; Amilya, Amilya; Rahmawati, Alivia; Rosdiana, Rosdiana; Sari, Desri Afarmada
JURNAL DIMENSI Vol 14, No 3 (2025): JURNAL DIMENSI (NOVEMBER 2025)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v14i3.8192

Abstract

Speaking is one of the fundamental yet difficult skills for English as a Foreign Language (EFL) learners to master. This study investigates the most significant sources of demotivation among English speaking class students using a mixed-method approach through the distribution of Likert-scale questionnaires and semi-structured interviews to 35 first-year students of an Indonesian English Education Study Program. The findings reveal four general areas of demotivating factors: psychological-emotional, pedagogical-instructional, social-classroom environment, and institutional-technological. Psychological barriers such as fear of mistake, lack of confidence, and fear of peer judgment were revealed as the most salient. Pedagogical issues, particularly a lack of clear evaluation criteria and constructive feedback, also emerged as major contributory factors. Socially, while the majority of students liked group class activities, fear of criticism from peers still influenced their willingness to speak. Technical problems in online learning—i.e., unstable internet, no access to digital devices, and lack of familiarity with virtual communication—also demotivated students' speaking. The study concludes that speaking demotivation is multifaceted in nature and requires holistic solutions addressing both internal learner factors and external learning environments. Recommendations are given to instructors and institutions on how to develop more positive, engaging, and confidence-building speaking classes, both face-to-face and online. Keywords: Anxiety, Demotivation, English Speaking, EFL Learners, Online Learning
Factors Influencing the Decline of Students’ Motivation in Higher Education Speaking Classes at the University of Riau Kepulauan. Niwanda, Tantri; Dewi , Desi Surlitasari; Adam, Adam
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.402

Abstract

Speaking motivation plays a fundamental role in second language learning; however, many students experience a decline in motivation when participating in speaking classes. This study aims to investigate the contributing factors behind this decline by focusing on classroom environment, teaching methods, lecturer behavior, and students’ self-confidence. A qualitative descriptive approach was employed, involving the distribution of questionnaires to 35 students and semi-structured interviews with 8 selected participants. The questionnaire findings reveal that a lack of confidence is the dominant factor, affecting 62% of respondents, who reported feeling fear of making mistakes, embarrassment, and anxiety when speaking English. The classroom environment was also influential, with 53% of respondents stating that noise, discomfort, and poor facilities reduced their motivation. Additionally, 52% agreed that monotonous instructional strategies contributed to boredom, while 48% indicated that lecturer behavior affected their willingness to participate. The interview data further support these results, showing that psychological discomfort and limited interaction negatively affect participation. Overall, the findings indicate that both internal and external factors contribute to demotivation in speaking classes. Therefore, lecturers need to create a supportive learning atmosphere, apply varied interactive teaching methods, and provide positive feedback to help students develop confidence and enhance motivation.
Co-Authors Adam Adam Amilya, Amilya Dewi , Desi Surlitasari Fhadila, Kenny Dwi Ginting, Kiki Octaviani Rahmawati, Alivia Rosdiana Rosdiana Salsabila, Salsabila Sandre, Adhitya Saifulloh Sari, Desri Afarmada Syahputra, Bayu Kurniawan