Lisa, Lisa (2026) The Fear of Falling Behind: How Perceived Linguistic Deficiency Affects Language Learning Motivation. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The feeling of falling behind is a common experience among English language learners and may influence their motivation and learning strategies. This study aimed to explore learners' experiences of feeling left behind in English language learning and to examine how these experiences affected their motivation and learning strategies. A sequential explanatory mixed-methods design was employed. Quantitative data were collected through questionnaires administered to 30 students in the English Language Education Study Program at UIN Antasari Banjarmasin, followed by semi-structured interviews with four participants. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed thematically. The findings indicate that learners experienced feelings of falling behind due to social comparison, differences in prior learning experiences, and perceived weaknesses in language skills. Although these experiences often generated negative emotions, such as insecurity and self-doubt, they generally motivated learners to study harder rather than give up. To cope with these challenges, learners adopted various strategies, including self regulated, resource-based, collaborative, and affective learning strategies. The findings suggest that feeling left behind can become a source of motivation for learning when learners receive adequate support and actively regulate their own learning.

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