Abstract:
Speaking motivation plays an important role in English as a Foreign Language
(EFL) learning because it influences students’ willingness to participate in speaking
activities. Although previous studies have extensively examined individual and
positive social factors affecting speaking motivation, limited attention has been
given to the predictive role of perceived negative peer behavior. Therefore, this
study aimed to examine the predictive effects of negative peer behavior dimensions
on EFL students’ English-speaking motivation and to identify the strongest
predictor among them. This study employed a quantitative research design with a
predictive correlational approach. The participants consisted of 75 undergraduate
students enrolled in the English Language Education Program at a selected
university in Indonesia, selected through disproportionate stratified random
sampling. Data were collected using two five-point Likert-scale questionnaires
measuring perceived negative peer behavior and English-speaking motivation. The
data were analyzed using descriptive statistics, Spearman’s rank correlation,
assumption tests, and multiple linear regression with Jamovi. The findings revealed
that the regression model was statistically significant, F(3, 71) = 10.60, p < .001,
indicating that the three dimensions of perceived negative peer behavior
collectively predicted English-speaking motivation. The model explained 30.8% of
the variance in English-speaking motivation (R² = .308). Among the three
dimensions, Lack of Peer Support was identified as the only significant predictor
(β = −0.445, p < .001), whereas Mockery-Based Responses and Negative
Evaluation and Comparison did not significantly predict English-speaking
motivation when analyzed simultaneously. In conclusion, perceived negative peer
behavior significantly predicts EFL students’ English-speaking motivation, the
absence of peer support has a greater influence on students’ motivation than other
forms of negative peer behavior, emphasizing the importance of creating a
supportive classroom environment that promotes positive peer interaction and
active participation in speaking activities.
