WHY DON’T THEY SPEAK ENGLISH? A PHENOMENON OF UNIVERSITY STUDENTS IN FL CONTEXT

Lena Galbi Limami, Febti Ismiatun, Durotun Nasihah

Abstract


Despite completing speaking courses, many EFL students in Indonesian universities remain reluctant to speak English, indicating deeper psychological and environmental barriers that hinder their communication. This study explores the internal and external factors that inhibit students’ willingness to speak English, as well as the strategies they use to overcome these barriers. The research employed a qualitative method with an interpretative phenomenological analysis (IPA) approach, focusing on three sixth-semester English Education students at a private university in Malang. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically. Findings revealed that psychological barriers such as low self-confidence and self-comparison, along with environmental obstacles including fear of correction by lecturers and peer reactions, significantly affected students’ speaking behavior. Nevertheless, students employed various strategies such as self-practice, note preparation, emotional regulation, and positive self-talk to navigate these challenges. These findings suggest that even advanced learners need emotional and social support to build confidence in speaking English. The study highlights the need for educators to foster a more empathetic and supportive classroom environment while encouraging personal strategies that enhance students’ speaking performance. This research contributes valuable insights into the real-life experiences of EFL students and offers practical implications for language teaching in higher education.


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References


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