Navigating Language Interference: Patterns, Factors, and Perceptions among Indonesian EFL Learners
DOI:
https://doi.org/10.58879/ijcep.v5i3.111Keywords:
Navigating Language Interference, Language Interference, EFL Learners’ WritingAbstract
Language interference poses a major challenge for Indonesian EFL learners’ writing due to structural differences between Indonesian and English. This research integrates both structural errors and students’ perspectives to provide a fuller account of interference in learning English. Using a descriptive qualitative design, the study investigated the types of interference, contributing factors, and students’ perceptions. Data were collected from pre-written tests and open-ended questionnaires completed by eleven students at a private language center in Denpasar. Thematic analysis identified four main types of interference: grammatical, lexical, orthographic, and pragmatic. These patterns were shaped by limited grammatical and lexical knowledge, reliance on Indonesian-based thinking, and few opportunities for authentic English writing. Students expressed mixed perceptions: some viewed interference as a normal stage of learning, while others reported frustration or confidence depending on their experiences and support. Findings suggest that writing instruction should balance fluency and accuracy by fostering authentic language use, collocational competence, and pragmatic awareness, supported by constructive digital feedback. Interpreted through interlanguage and noticing frameworks, the study shows how learner confidence and awareness interact with persistent transfer errors. The insights extend beyond Indonesia, contributing to broader EFL contexts where English exposure remains limited.
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