The Role of Motivation and Speaking Skills

Abstract

This current study investigates the role of motivation in improving speaking skills among EFL learners, focusing on the types of motivation, speaking subskills, and strategies used to improve this language ability. The research employed a quantitative approach in order to collect data through a validated survey with Cronbach’s alpha reliability coefficient of 0.761. In addition, experts approved the items of the survey through the V Aiken validation. A total of 60 participants, 12 males, 45 females and 3 others, answered 17 questions on a Likert scale. The results revealed that instrumental motivation, driven by practical goals such as career and academic advancement were the most prevalent among students, followed by integrative motivation, which reflects a desire to connect with English-speaking cultures. In contrast, intrinsic motivation was the least used. As for speaking subskills, pronunciation emerged as the most developed, enabling students to communicate effectively. Grammar, a key component of accuracy, also received significant emphasis, highlighting the importance of mastering language rules for coherent expression. The study also identified various strategies employed by students to improve their speaking skills. Fluency strategies, such as repetition and language games, were the most used, promoting natural and uninterrupted communication. Accuracy strategies, including grammar exercises, complemented the development of speaking skill as they ensure correct use of language. However, strategies like tongue twisters were found to be less appealing to students. These results highlight the importance of fostering instrumental and integrative motivation in language teaching and integrating effective speaking strategies tailored to students’ needs.