Purpose. This manuscript is a result of a research that aims at identifying Constraints Based Behaviours in EFL (English as a Foreign Language) Mastery. Methods and procedure. This scientific research result manuscript has data obtained descriptively and analysed qualitativelyso that qualitative descriptive method is used. Graduade students of English Education Study Program, Faculty of Teacher Training and Education as its subjects have to do real behaviours for overcoming the constraints to master the EFL that has been learnt to decode and encode messages for having solution of problem through activities that have not been realized because of the constraints. Its specific target is realization of the university students’ behaviours supporting their English competence/knowledge and performance/skill. They have to realize main points of activities based on their problems in learning that foreign language to be behaviours based on the constraints in mastering that international language. This is to identify the students’ constraints to hopefully be overcome by the English education students and lecturers. The students are intended to freely use their English so that they do have the foreign language skills: receptive and productive skills. Results. Resultsof the research indicate thatthe English education students sometimes learn English, use/produce it so that they can understand/comprehend it, develop their skills, and always improve their English. English skill that they master most is Reading. They master oral English more than visual one and most of them do English speaking skill/activities and they in mastering the English have most constraints on reading skill. Conclutions. English education students experienced most constraints on Reading Skill, have behaviours for overcaming the constraints, and then can master most that skill. Thus, constraints based behaviours of English education students in EFL mastery are identified through their experiences consistently.

Research on motivation of students in speaking English on extracurricular activity has been really conducted but students are still afraid of speaking English.. This manuscript is a research result dealing with motivation of English Education students in Department of Language and Art Education at Faculty of Teacher Training and Education, Tadulako University in speaking English on extracurricular activity. English speaking skill should be developed on extracurricular activity to make ideal atmosphere, but that activity has not been effective yet on all study programs except English Education at that faculty, so that the students have not been able to speak English yet. This research aims at identifying what motivates the university students and how their intention is. Its target is they taste different academic athmosphere to have English skill to interact with English speakers. Respondents of the research were 25 English education students. Its data were collected through Identification (as a procedure) by using Questionnaire (as an instrument) then analysed by using Descriptive Method. The university students join it to be able to communicate in English and get certificate. Those are extrinsic moivation and intrinsic one. Most of them were selfmotivated, so their intrinsic motivations were greater than their extrinsic one. Motivation by themselves or selfmotivator is the greatest. This implies to support decision making in developing English speaking skill of university students. They hopefully carry out and join extracurricular activities to practice their English orally for having English speaking skill proficiently.