<![CDATA[Oral Arabic production (kalam) is an essential skill demanding simultaneous cognitive, linguistic, and affective processing. However, non-pesantren background students in Arabic Language Education (PBA) often encounter significant obstacles rooted in psycholinguistic factors, particularly learning demotivation. This case study explores the manifestation of learning demotivation among non-pesantren students at Universitas Jambi, its contribution to affective barriers, and its impact on oral production errors. Data were collected via in-depth interviews, structured oral interviews, and participatory classroom observations involving five students and one instructor. Descriptive-qualitative analysis reveals that demotivation manifests as oral interaction withdrawal, cognitive overload, and avoidance behaviors triggered by rigid teaching methods, social comparison, and linguistic complexity. This demotivation leads to heightened anxiety and low self-confidence, resulting in sound substitution, L1 interference, long pauses, and spontaneous forgetting. The findings highlight the causal chain of demotivation–affective barriers–oral production breakdown and stress the need for managing affective dimensions in speaking instruction.]]>
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