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’ selfconfidence. 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.
