STUDENT MOTIVATION TOWARD SPEAKING ENGLISH IN ISLAMIC FACULTIES

Abstract

With an emphasis on the function of narrative techniques from early childhood to higher Islamic faculties, this study explores the motivating dynamics of students toward speaking English within Islamic educational contexts. Due to limited exposure, cultural linguistic prioritization, and affective barriers like anxiety and lack of confidence, learners in Islamic institutions frequently face motivational challenges as English communication becomes more and more important in globalized academic and professional contexts. In response, this study investigates how conventional and digital storytelling might be used as a teaching technique to enhance speaking abilities and maintain motivation throughout learning phases. The study used hybrid methodologies, including structured interviews with Islamic faculty students and early childhood learners, classroom observations, and motivating questionnaires. The findings show that, particularly when culturally appropriate narratives are used, storytelling activities greatly improve learner confidence, motivation, speech production, and vocabulary acquisition. The ramifications demand that English language curriculum in Islamic education incorporate storytelling frameworks.