“NO ONE IS JUDGING”: EXPLORING STUDENTS’ EXPERIENCES AND CHALLENGES OF SELF-DIRECTED DIALOGUE FOR EFL SPEAKING PRACTICE

Khilmatur Rifda; Ahmad Ridho Rojabi

doi:10.21274/ls.2026.18.2.205-229

Authors

Khilmatur Rifda Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Ahmad Ridho Rojabi Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

DOI:

https://doi.org/10.21274/ls.2026.18.2.205-229

Keywords:

Phenomenology, self-directed dialogue, speaking ability, students’ experiences, speaking challenges

Abstract

Speaking is an important skill in English language learning since it demonstrates students' capacity to communicate effectively. However, students frequently confront difficulties such as a lack of confidence, limited vocabulary, limited opportunity for practice, and a fear of being judged by others. Self-Directed Dialog (SDD) is a flexible, self-contained strategy that allows learners to regularly practice speaking skills. This more personalized and supportive practice environment can help students gain confidence, overcome their fear of peer judgment, and expand their opportunities to learn English. This research aims to explore students’ experiences in using the SDD method in their English-speaking skills and to analyse the various challenges they face during its implementation. This study uses a qualitative approach with a phenomenological design. Data were obtained through observations, document review, and interviews with ten students recruited through purposive sampling. All data were analysed using thematic analysis to identify thematic patterns from students’ experiences and challenges while using the SDD method. The findings indicate that students consider SDD as a flexible and personal space for practicing speaking. They feel more comfortable when speaking, especially when they can rehearse independently without fear of immediate peer evaluation. Students also view SDD as a tool for increasing their awareness of errors, reviewing voice recordings, and using digital learning tools to support their practice. This encounter instils a sense of learner autonomy and personal accountability. During autonomous practice, students face a number of hurdles, including difficulty structuring ideas, a limited vocabulary, and pronunciation issues. This study recommends the implementation of SDD as an effective alternative method to improve students’ speaking skills in a sustainable and student-cantered English learning environment.

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