Exploring the Role of the Learning Environment in English Language Acquisition among EFL Learners

Abstract

This study explores the English-speaking proficiency of 36 undergraduate students in the Communication Studies Program at Institut Bisnis dan Informatika Kosgoro 1957, Jakarta, and examines how environmental factors support language learning. Using class observations, speaking tasks, and interviews, the study found that 20% of students demonstrated high proficiency, 45% intermediate, and 35% low proficiency. High-proficiency students communicated confidently and clearly, intermediate students participated actively but sometimes hesitated, and low-proficiency students struggled with pronunciation, grammar, and sentence formation. Key environmental factors—English media exposure, peer interaction, and authentic communication experiences—were found to enhance learning outcomes. Media allowed self-paced practice, peer mentoring promoted indirect learning and confidence, and real communication reduced anxiety while encouraging experimentation. The findings suggest that a supportive and interactive learning environment benefits students across all proficiency levels. Educators are recommended to integrate diverse media, foster structured peer collaboration, and provide regular opportunities for practical communication to improve English-speaking skills effectively.