The Simultaneous Relationship among Kinesthetic Learning Style, Learning Motivation, and EFL Students’ Speaking Performance

Introduction

Speaking is an important skill in English as a Foreign Language (EFL) learning because it enables students to communicate ideas and participate in meaningful interaction. However, speaking performance is complex and may be influenced by various learner-related characteristics rather than by a single factor. Students’ learning characteristics and motivation are therefore relevant to understanding differences in their speaking performance. One learner characteristic that may be associated with speaking performance is kinesthetic learning style. Kinesthetic learners tend to learn through physical involvement, direct experience, movement, and active participation. Kolb’s Experiential Learning Theory emphasizes learning through concrete experience and active experimentation, suggesting that active involvement can support the learning process [1]. Similarly, the experiential learning perspective of Kolb and Kolb highlights the relationship between learning processes and learners’ engagement with learning experiences [2].

Kinesthetic characteristics may be particularly relevant to speaking activities because oral communication often requires students to participate actively in classroom interaction. Students who engage directly in activities may have greater opportunities to express ideas, respond to others, and practice spoken English. Previous research has reported a positive relationship between learning styles and speaking ability [3]. Aprianto and Sutarman also examined kinesthetic EFL learners and reported an association between learning intensity and speaking performance [4]. In addition to learning characteristics, motivation is an important aspect of language learning. Self-Determination Theory distinguishes between intrinsic and extrinsic motivation and explains how different forms of motivation influence learners’ engagement in activities [5]. Intrinsic motivation is associated with interest and enjoyment, whereas extrinsic motivation involves external outcomes, expectations, recognition, and goals [5]. Motivation may encourage students to participate, invest effort, and persist in learning activities.

However, kinesthetic learning style and motivation may not operate independently. Active participation in learning may provide students with meaningful experiences that support engagement and motivation. Students who demonstrate stronger kinesthetic characteristics may therefore also show higher motivation toward learning. Understanding the relationship between these factors is important because speaking performance may depend on the interaction of several learner characteristics. At the same time, speaking fluency involves linguistic and non-linguistic demands. Brown emphasizes that language performance involves various aspects of language knowledge and use [6], while Thornbury highlights the importance of meaningful communication, interaction, and repeated practice in speaking development [7]. MacIntyre et al. further explain that second-language communication is influenced by confidence, willingness to communicate, anxiety, and situational conditions [8]. These perspectives suggest that learning style and motivation may contribute to speaking performance without necessarily being sufficient to explain it completely.

Previous studies have generally highlighted positive contributions of learning style, active participation, and motivation to speaking development [3][4]. However, limited attention has been given to the simultaneous relationship between kinesthetic learning style and learning motivation with EFL students’ speaking performance, particularly in the context of Indonesian senior high school students. Therefore, this study aimed to determine whether there was a significant simultaneous correlation among kinesthetic learning style, learning motivation, and EFL students’ speaking performance at MAN 2 Bulukumba.

Research Method

Research Design

This study employed a quantitative correlational design. The design was used to determine the simultaneous relationship among kinesthetic learning style, learning motivation, and EFL students’ speaking performance without manipulating the variables. The study consisted of two independent variables: kinesthetic learning style (X1) and learning motivation (X2), and one dependent variable: speaking performance (Y). The analysis was interpreted as a correlation and did not imply a causal relationship. The final thesis specifies multiple correlation analysis as the statistical procedure used to answer RQ3.

Subject

The population consisted of 175 eleventh-grade students of MAN 2 Bulukumba in the 2025/2026 academic year. A sample of 30 students was selected using purposive sampling based on their kinesthetic learning tendencies.

Instrument

Three instruments were used. First, kinesthetic learning style was measured using an observation checklist consisting of 10 dichotomous items representing observable kinesthetic characteristics. The checklist examined physical movement, gestures and body expression, active participation, tactile engagement, and energy and focus. Each “Yes” response was scored 1 and each “No” response was scored 0. Second, learning motivation was measured using a 20-item questionnaire covering intrinsic and extrinsic motivation. The questionnaire used a four-point Likert scale. The motivational characteristics included students’ interest and enjoyment, willingness to participate, learning effort, engagement, teacher encouragement, academic achievement, and future goals. Third, speaking performance was assessed through an individual speaking test, with speaking performance operationally assessed through speaking fluency. process.

Data Analysis

The data were analyzed using IBM SPSS Statistics Version 25. Descriptive analysis was first conducted to describe the characteristics of the variables. Spearman’s rho was used to examine the relationship between kinesthetic learning style and learning motivation because the data were not normally distributed. For RQ3, multiple correlation analysis through multiple linear regression was conducted to examine the simultaneous relationship of kinesthetic learning style and learning motivation with speaking performance. The multiple correlation coefficient (R), coefficient of determination (R²), F-value, and significance value were examined at a significance level of 0.05.

Research Findings And Discussion

Descriptive Characteristics of Kinesthetic Learning Style and Learning Motivation

The descriptive findings showed that the students generally demonstrated high kinesthetic learning tendencies. Of the 30 students, 25 (83.3%) were classified as having very high kinesthetic learning tendencies, while 5 (16.7%) were classified as high. No students were classified as low or very low. The students also generally demonstrated high learning motivation. Most students were classified as having high or very high motivation. The questionnaire responses reflected several positive motivational characteristics, while some characteristics were less consistently demonstrated across students. The observation findings indicated that several kinesthetic characteristics were consistently demonstrated, while energy and focus were less consistently observed among some students. Similarly, several motivational characteristics were positively reflected in students’ responses, while some characteristics were less consistent. These descriptive patterns provided contextual information for interpreting the simultaneous relationship.

Simultaneous Correlation among Kinesthetic Learning Style, Learning Motivation, and Speaking Performance

Before the simultaneous analysis, the relationship between kinesthetic learning style and learning motivation was examined because both variables were included as independent variables in the simultaneous analysis. The analysis showed that students with stronger kinesthetic characteristics tended to report higher learning motivation. The multiple correlation analysis showed a multiple correlation coefficient of R = 0.392, indicating a weak positive simultaneous correlation among kinesthetic learning style, learning motivation, and speaking performance. The coefficient of determination was R² = 0.153, indicating that the two independent variables jointly accounted for 15.3% of the variation in speaking performance. The ANOVA test produced an F-value of 2.447 and a significance value of p = 0.106. Because the significance value was greater than 0.05, the simultaneous correlation was not statistically significant. The positive direction indicates that students with stronger kinesthetic characteristics together with higher learning motivation tended to demonstrate better speaking performance. However, the relationship was not sufficiently consistent to establish a statistically significant simultaneous correlation. Therefore, the null hypothesis was accepted and the alternative hypothesis was rejected.

Discussion

The present study found a weak positive but statistically insignificant simultaneous correlation among kinesthetic learning style, learning motivation, and EFL students’ speaking performance. The positive direction indicates that students who demonstrated stronger kinesthetic characteristics together with higher motivation tended to demonstrate better speaking performance. However, the pattern was not sufficiently consistent across the students. An important aspect of this finding is the relationship between kinesthetic learning characteristics and motivation. Students with stronger kinesthetic characteristics tended to report higher learning motivation. This pattern can be understood through Kolb’s Experiential Learning Theory, which emphasizes direct experience and active participation in learning [1]. Active involvement may make learning more engaging because students participate directly in the learning process. This interpretation is also consistent with Self-Determination Theory, which emphasizes autonomy, competence, and relatedness as important conditions supporting motivation [5].

The descriptive findings provide further explanation of the positive direction. Several kinesthetic characteristics were generally demonstrated consistently, while energy and focus were less consistently observed among some students. Likewise, several motivational characteristics were positively reflected in students’ responses, while confidence, persistence, and future-oriented motivation were less consistent.

These differences are important in understanding the simultaneous result. Although stronger kinesthetic characteristics tended to be accompanied by higher motivation, the positive characteristics of both variables did not occur at the same level across all students. Thus, the variables showed a positive direction when considered together, but their combined pattern was not sufficiently consistent to produce a statistically significant relationship with speaking performance. The finding does not mean that motivation weakened or cancelled the relationship between kinesthetic learning style and speaking performance. Rather, it indicates that the combined characteristics of the two variables were not sufficiently consistent within the sample. This distinction is important because a statistically insignificant result should not be interpreted as evidence that either variable is irrelevant to speaking development.The result can also be explained by the multidimensional nature of speaking fluency. Speaking requires linguistic knowledge, practice, interaction, and confidence [6][7]. MacIntyre et al. further explain that second-language communication may be influenced by confidence, anxiety, willingness to communicate, and situational factors [8]. Therefore, students who demonstrate strong kinesthetic characteristics and high motivation may still show different levels of speaking fluency because speaking performance involves additional linguistic and non-linguistic conditions. The present finding is related to previous research that has identified positive contributions of learning styles and active learning to speaking development. Karisma and Hamzah reported a positive relationship between students’ learning styles and speaking ability [3]. Aprianto and Sutarman also reported an association between learning intensity and speaking performance among kinesthetic EFL students [4]. These findings support the relevance of active learning characteristics to speaking development, although the present study differs by examining kinesthetic learning style and motivation simultaneously.

The result also differs from studies that have reported significant relationships between learning motivation and speaking performance. Alfiana and Wijirahayu, for example, reported a significant relationship between students’ learning motivation and speaking performance [9]. The difference may be related to variations in participants, learning contexts, instruments, and the specific aspect of speaking assessed. In the present study, speaking performance was operationally limited to speaking fluency. The limited simultaneous relationship may also be related to other factors associated with speaking performance. Brown and Thornbury emphasize that speaking development involves language knowledge, practice, interaction, and confidence [6][7]. MacIntyre et al. similarly emphasize the role of confidence, anxiety, willingness to communicate, and situational conditions [8]. Thus, differences in vocabulary resources, self-confidence, speaking anxiety, opportunities for speaking practice, frequency of English use, and previous language-learning experiences may also be relevant to students’ speaking fluency. These factors are considered possible.

The coefficient of determination also indicates that kinesthetic learning style and learning motivation jointly accounted for only a limited proportion of the variation in speaking performance. Therefore, the findings suggest that the two variables may have a positive direction when considered together, but they are not sufficient on their own to explain differences in students’ speaking fluency. Overall, the study demonstrates that kinesthetic learning characteristics and learning motivation may operate in a positive direction toward speaking performance, but their simultaneous relationship was not statistically significant. The finding therefore highlights the need to view speaking development as a multidimensional process involving learner characteristics, motivation, language resources, communication experiences, and opportunities for practice.

Conclusion

This study examined whether kinesthetic learning style and learning motivation were simultaneously correlated with EFL students’ speaking performance at MAN 2 Bulukumba. The findings showed a positive but weak simultaneous correlation among kinesthetic learning style, learning motivation, and speaking performance, but the relationship was not statistically significant. Students with stronger kinesthetic characteristics combined with higher motivation tended to demonstrate better speaking performance; however, this pattern was not sufficiently consistent across the students. Several kinesthetic and motivational characteristics were positively reflected in the students, while some characteristics were less consistent. Therefore, the positive characteristics of both variables did not consistently occur together at a level sufficient to establish a statistically significant simultaneous correlation.

The findings suggest that kinesthetic learning style and learning motivation should be considered together with other factors that may be associated with EFL speaking fluency. Future research may involve larger samples and additional variables to provide a broader understanding of the factors related to students’ speaking performance.

Declarations

Ethics Approval

This study was conducted after obtaining permission from MAN 2 Bulukumba. The research involved eleventh-grade students as participants, and the research procedures were conducted in accordance with the institutional requirements applicable to the study.

Informed Consent

Participation in this study was voluntary. The participants were informed about the purpose and procedures of the study before data collection, and their participation was conducted with appropriate consent.

Conflict of Interest

The authors declare that there is no conflict of interest regarding the publication of this article.

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Data Availability

The data supporting the findings of this study are available from the corresponding author upon reasonable request, subject to appropriate privacy and ethical considerations.

Use of AI Tools

Artificial intelligence tools were used to assist with language editing, paraphrasing, and manuscript preparation. The authors reviewed and verified the content and remain fully responsible for the accuracy, interpretation, and final version of the manuscript.

Author Contributions

Ulfa Damayanti: Conceptualization, methodology, data collection, data analysis, interpretation of results, and manuscript preparation. Sitti Asriati: Supervision, methodological guidance, and critical revision of the manuscript. Radiah Hamid: Supervision, guidance, and critical revision of the manuscript.

Plagiarism and Originality

The authors declare that this manuscript is original, has not been published previously, and is not under consideration for publication elsewhere. The manuscript has been checked for similarity and has been prepared to avoid plagiarism and inappropriate duplication..

Acknowledgement

The headmaster, the English instructor, and the eleventh-grade students of MAN 2 Bulukumba are all much appreciated by the authors for their collaboration and active involvement in this study. Additionally, the authors would like to express their sincere gratitude to the supervisors from Universitas Muhammadiyah Makassar's Master of English Education Program for their invaluable advice, helpful recommendations, and unwavering support during this study.