Speaker
Description
English proficiency has become increasingly important for academic achievement, workplace readiness, and participation in the global community. Despite its significance, many students in English as a Foreign Language (EFL)contexts continue to face substantial challenges in developing communicative competence and achieving fluency. This study investigated the English learning challenges experienced by students at the Agricultural State Polytechnic of Kupang, Indonesia, and explores the factors that contribute to these difficulties. Using a survey design, data were collected from 189 students representing various vocational study programs. The findings indicate that students encounter a range of interconnected challenges, including speaking difficulties, limited vocabulary, listening comprehension problems, reading difficulties, language anxiety, and insufficient exposure to English outside the classroom. These challenges are influenced by both linguistic factors, such as inadequate vocabulary and limited language practice, and affective factors, including low confidence and fear of making mistakes. The results further suggest that the limited use of English in students’ daily environments restricts opportunities for meaningful communication and fluency development. The study highlights the need for supportive and interactive learning environments, increased opportunities for authentic language use, and the integration of technology-enhanced learning approaches to strengthen English proficiency among vocational higher education students. By providing empirical evidence from an underrepresented vocational higher education context in eastern Indonesia, this study contributes to the growing body of EFL research and offers insights that may inform English language teaching practices, curriculum development, and language support programs in Indonesia and other similar EFL contexts where students face limited exposure to English and restricted opportunities for authentic communication
Biography
Bonik Kurniati Amalo is a lecturer at the Agricultural State Polytechnic of Kupang, Indonesia. She holds a PhD in Education and TESOL from University of Canberra. She teaches English for students in Food Crops and Horticulture, Animal Husbandry, and other agricultural disciplines at the Agricultural State Polytechnic of Kupang. Her research interests include learner autonomy, English for Specific Purposes (ESP), English Language Teaching (ELT) methodology, and vocational curriculum development. Her scholarly work focuses on enhancing English language learning in vocational higher education through innovative, learner-centered, and context-responsive approaches. She has been actively involved in research, curriculum development, and community engagement projects related to language education and vocational learning. She has presented her work at national and international conferences and is committed to advancing quality English language education in Indonesia and other similar EFL contexts.
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