Investigating Chalangges Faced By Elt Students : Sociolinguistic Approach
Keywords:
:ELT students, sociolinguistic challenges, motivation, academic decision-makingAbstract
This study investigates the challenges faced by English Language Teaching (ELT) students in choosing English as their major from a sociolinguistic perspective. It aims to identify both internal factors—such as motivation, interest, academic confidence, and career expectations—and external factors, including family and societal expectations, peer influence, availability of resources, and university curriculum, that influence students’ academic decisions and experiences. The research employed a qualitative descriptive method, collecting data through interviews and Likert-scale questionnaires administered to second-semester ELT students at Universitas Muhammadiyah Sidenreng Rappang. Data were analyzed thematically and visualized using charts and diagrams. The findings reveal that academic challenges and family expectations are among the most dominant influences, with some students demonstrating high motivation and confidence while others struggle with language anxiety and limited support. Sociolinguistic elements, such as cultural norms and peer dynamics, also play a significant role in shaping academic choices. The study emphasizes the importance of understanding students’ sociocultural backgrounds in designing effective educational strategies. These results provide valuable insights for educators, curriculum developers, and academic advisors in supporting ELT students’ learning and career development
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