AN AN ANALYSIS OF DEMOTIVATION FACTORS IN LEARNING ENGLISH SPEAKING SKILLS

Abstract

Background: Demotivation presents a critical barrier to English as a Foreign Language (EFL) learning, particularly in developing tourism-potential regions like West Lombok Regency, where speaking proficiency is vital for local economic integration. Methodology: This study employs a narrative synthesis literature review following Snyder’s framework, examining scholarly articles from databases including Scopus, ERIC, Google Scholar, and SINTA. Data were analyzed using Braun and Clarke’s thematic analysis to synthesize demotivating factors. Results: The findings reveal that demotivation stems from an interplay between external pedagogical constraints (rigid grammar-focused teaching, inadequate digital learning media, and curriculum mismatch) and internal psychological barriers (high foreign language anxiety and low self-efficacy/fear of negative evaluation). Unlike studies in East Asian contexts driven by university exam pressures, demotivation in West Lombok is predominantly triggered by social anxiety and unequal resource distribution. Recommendations: It is recommended that local educators transition toward communicative, emotionally supportive teaching strategies and integrate constructive feedback to rebuild student self-confidence. Furthermore, local education authorities should modernize learning infrastructure and tailor the EFL curriculum to align with regional strengths such as the tourism sector.