Student Demotivation In Speaking Classes: A Systematic Literature Review Study

Abstract

This systematic literature review investigates key factors contributing to the decline of student motivation in English as a Foreign Language (EFL) speaking classes. Based on 30 peer-reviewed studies from 2015 to 2024, the review identifies four recurring themes: psychological barriers, teaching strategies, social dynamics, and institutional or technological challenges. Guided by Self-Determination Theory (SDT), it explores how unmet needs for autonomy, competence, and relatedness negatively impact learners' willingness to speak in class. The review also addresses recent developments, such as the influence of online learning environments in the post-pandemic era. These digital shifts have introduced both opportunities and obstacles for student engagement. Despite offering useful insights, many of the reviewed studies have limitations, including small participant numbers and a lack of longitudinal data. The review concludes with practical implications for educators, administrators, and researchers, emphasizing the importance of fostering supportive classroom environments that meet students’ psychological needs and encourage active participation in speaking activities.