Investigating Teachers’ Perspective on Non-Linguistic Determinants of Students’ Speaking Proficiency

Ummi Wahidatun* -  Universitas Islam Negri (UIN) Salatiga, Indonesia
Ruwandi Ruwandi -  Universitas Islam Negri (UIN) Salatiga, Indonesia
Feri Kristanto -  Universitas Islam Negri (UIN) Salatiga, Indonesia
Nazbudin Zaki -  Universitas Islam Negri (UIN) Salatiga, Indonesia

Abstract


This study investigates teachers' perceptions of non-linguistic factors—motivation, self-confidence, and anxiety—that influence tenth-grade students' English speaking proficiency at SMA ABBS Surakarta. Employing a qualitative case study, data were collected through interviews, questionnaires, and class observations. Findings reveal that motivation is the most significant factor driving students' willingness to speak, while self-confidence and anxiety interact to either facilitate or hinder oral engagement. A positive classroom environment effectively reduces anxiety and strengthens both motivation and confidence. The study highlights the importance of integrating emotional support within communicative teaching practices to improve students' speaking abilities.

Keywords: motivation, self-confidence, anxiety, non-linguistic factors, EFL speaking proficiency


Keywords


Motivation; Self-Confidence; Anxiety; Non-Linguistic Factors; EFL Speaking Proficiency

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References


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DOI: https://doi.org/10.24952/ee.v14i1.17453

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