Students' Perspective on English Language Skills: Challenges and External Factors
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| Title: | Students' Perspective on English Language Skills: Challenges and External Factors |
|---|---|
| Language: | English |
| Authors: | Mega Febriani Sya, Fachru Razy Amir, Zahra Fitrah RG |
| Source: | International Journal of Language Education. 2025 9(4):874-891. |
| Availability: | International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Foreign Countries, Secondary School Students, High Schools, Career and Technical Education, English (Second Language), Second Language Learning, Student Attitudes, Educational Background, Language Skills, Oral Language, Written Language, Boarding Schools, Language Role, Language Proficiency, Self Efficacy |
| Geographic Terms: | Indonesia |
| ISSN: | 2548-8457 2548-8465 |
| Abstract: | This study aimed to examine the influence of educational background on students' perspectives on English-language ability in Indonesia by analyzing language skills and the factors that both challenge and support their development. This study employed a qualitative method, and descriptive analysis was conducted using a questionnaire completed by 34 students from high school, vocational high school, Madrasah, and boarding school. Meanwhile, the interview data were analyzed using thematic analysis techniques. The findings showed that students from high schools and vocational high schools excelled in Writing and Reading. School curricula place greater emphasis on writing skills than on oral communication skills. Reading proficiency is relatively high, indicating that students have access to and reading habits with English-language texts, including textbooks, articles, and other media. On the other hand, listening and speaking remain significant challenges for students, likely due to limited direct or audio exposure to English conversations and, for speaking, to limited practice in academic settings. External factors, such as exposure to English-language media, improve students' English-language skills, although psychological support and English-course experiences remain limited. This study suggests the need to improve language skills and to develop an environment that supports more active English-language practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494381 |
| Database: | ERIC |
| Abstract: | This study aimed to examine the influence of educational background on students' perspectives on English-language ability in Indonesia by analyzing language skills and the factors that both challenge and support their development. This study employed a qualitative method, and descriptive analysis was conducted using a questionnaire completed by 34 students from high school, vocational high school, Madrasah, and boarding school. Meanwhile, the interview data were analyzed using thematic analysis techniques. The findings showed that students from high schools and vocational high schools excelled in Writing and Reading. School curricula place greater emphasis on writing skills than on oral communication skills. Reading proficiency is relatively high, indicating that students have access to and reading habits with English-language texts, including textbooks, articles, and other media. On the other hand, listening and speaking remain significant challenges for students, likely due to limited direct or audio exposure to English conversations and, for speaking, to limited practice in academic settings. External factors, such as exposure to English-language media, improve students' English-language skills, although psychological support and English-course experiences remain limited. This study suggests the need to improve language skills and to develop an environment that supports more active English-language practice. |
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| ISSN: | 2548-8457 2548-8465 |
