scholarly journals Investigating Speaking Skills Problems of Pakistani Learners in ESL Context

2020 ◽  
Vol 9 (4) ◽  
pp. 62
Author(s):  
Muhammad Mooneeb Ali ◽  
Nayla Uzma Khizar ◽  
Humaira Yaqub ◽  
Jawaria Afzaal ◽  
Amna Shahid
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Official Language ◽  
Current Investigation ◽  
Factors Affecting ◽  
Speaking Proficiency ◽  
The People ◽  
Efficient Communication ◽  
English Speaking ◽  
Esl Learners

A pivotal skill that needs focus and concentration for efficient communication is speaking. It is taken as one of the toughest skill for learning of language. However, the issue to attain speaking proficiency becomes more problematic in Second language contexts. Specifically in English language speaking situations and ESL contexts, the learners are unable to communicate effectively and they are reluctant to speak due to various problems. Particularly in Pakistan English is regarded as official language for communication, yet only small percentage can communicate in English effectively. This investigation objects to explore the hindrances and problems faced by Pakistani ESL learners while speaking English. The population for this current investigation comes from Pakistan whereas the sample comes from four provincial capitals (Sindh, KPK, Punjab, Baluchistan) and one federal capital of Pakistan i.e. Islamabad. The sample size from the population was 100 (20 each from provincial and federal capital). Quantitative research design was used in which questionnaire was conducted from the people to explore various factors affecting the English speaking in Pakistani peoples. The results revealed that ESL learners in Pakistan do face a lot of psychological, linguistic, and social problems while speaking English. The results concluded that these factors create hindrances to achieve fluency in English language speaking. The outcomes of this study are significant to help concerned administrators, institutions, educators and teachers to eliminate these problems to attain efficiency in speaking English.

scholarly journals Exploring Multiple Dimensions of Recording Video Clips in Group in Learning English Speaking Skill

2020 ◽  
Vol 8 (02) ◽  
pp. 1222-1237
Author(s):  
Tuyen Nguyen Chau Bich
Keyword(s):  
English Learners ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structure Interview ◽  
Video Clips ◽  
Multiple Dimensions ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Applying technology in learning English language is indispensable in the period of industry 4.0 and global integration. However, what technological techniques should be applied in teaching and learning process is the most serious concern. Evidence shows that different technological applications may lead to various learning outcomes, detrimental effects, even spoiling learning interest or motivations. Therefore, this paper is aimed not only to explore the multiple dimensions of recoding video clips in group (RVCIG) in learning English speaking skill but also illustrate how this activity (RVCIG) influences on learners’ English speaking  improvement. Apparently, these explorations and illustrations help to consider whether this RVCIG is widely used in teaching English speaking process or not. To do that, a quantitative research method with the tool of semi - structure interview is used to collect various information, mixed feedbacks or motivations from 2 groups of students fully participating in recording three video clips in group within course. Additionally, a questionnaire survey is also sent to 33 English learners for exploring both commendable and detrimental influences of this RVCIG on English speaking development. The findings indicate that RVCIG makes learners have various opposite experiences in language competence, confident expression, and communication, as well as cope with unavoidable challenges of time consuming, technological problems, and group member’ disagreements. Whatever advantages or disadvantages of this RVCIG activity has, learners also express their interest and expectation of recording video clips in group for purposes of English speaking improvement, mutual engagement, collaborative learning and building friendship.

Factors affecting students’ speaking performance in English department of Jawzjan University

2020 ◽  
Vol 3 (4) ◽  
pp. 129-134
Author(s):  
Ahmad Shah Qasemi
Keyword(s):  
Quantitative Research ◽  
English Education ◽  
English Department ◽  
Data Collection Tool ◽  
Positive Perception ◽  
Factors Affecting ◽  
Speaking Out ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Performance

This study aims to recognize the problems that students of English department face when they speak English. To achieve the objective of the investigation a quantitative research was designed. A questionnaire was used as the main data collection tool. The findings of the study showed that majority of the students have a positive perception about importance and necessity of speaking skill. According to the findings most of the students do not have the opportunity of practicing English speaking out of the class. Moreover, dissimilarity in English education background of the students are another challenge which is recognized in outcome of the study. Furthermore, the findings showed that most of the students feel motivated and confident in speaking performance. Moreover, the findings also revealed that the teachers have significant role for motivating the students in speaking performance. To sum up, the result exposed that students are appreciated and praised when they perform a speaking task efficiently.

scholarly journals Learning-Oriented Assessment, Critical Thinking and English Language Speaking Skills: Exploratory Study of Saudi EFL Learners

2019 ◽  
Vol 7 (1) ◽  
pp. 37
Author(s):  
Mansoor S. Almalki
Keyword(s):  
Critical Thinking ◽  
Exploratory Study ◽  
English Language ◽  
Peer Assessment ◽  
Vital Role ◽  
Efl Learners ◽  
Whole Process ◽  
Speaking Proficiency ◽  
Daunting Task ◽  
English Speaking

This exploratory study uses the theoretical underpinnings of Learning-Oriented Assessment (LOA) to investigate Saudi EFL learners’ perceptions as well as their progress in the comparative analysis of an LOA group of students and a traditional control class at Taif University English Language Centre (TUELC). The study uses both quantitative and qualitative techniques to assess how learners in the LOA group improve their English speaking proficiency during the course. The data shows that LOA proved to be a successful resource in the whole process. Answering three research questions, the study concludes that LOA may prove to be a daunting task for teachers due to their excessive monitoring responsibilities, yet it plays a vital role in improving the learners’ critical thinking, their abilities for self and peer assessment and improving their overall English language skills.

scholarly journals Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 99 ◽  
Author(s):  
Nazeer Ahmed ◽  
Zahid Hussain Pathan ◽  
Faria Saeed Khan
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Official Language ◽  
Speaking Anxiety ◽  
Postgraduate Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The World

English language enjoys its glory as an official language of Pakistan and it is used widely as a medium of instructions across educational institutes. Since anxiety retards the learning process, therefore it has been widely researched in the world and seems under researched in Pakistani context. Thus, the prime aim of this research is to explore the factors that cause English language speaking anxiety among Postgraduate Students of University of Balochistan (UoB), Pakistan. This study also aimed at determining the statistical significant difference if any across gender. The quantitative research design was employed in which a questionnaire comprising of eighteen items was adapted from the study by Horwitz et al. (1986). Both descriptive and inferential statistics were performed in the SPSS (version, 21). The findings revealed that UOB students were experiencing anxiety due to myriad factors in EFL classroom. The findings of the t-test revealed no statistical significant difference across gender. This paper has implications on both teaching and learning of English as a foreign language in Pakistani context.

scholarly journals A study on the Barriers in Accessibility for the Disabled at Bus Terminal

2019 ◽  
Vol 136 ◽  
pp. 04084
Author(s):  
Lee Yin Mun ◽  
Wai Kun Xin ◽  
Salini Devi Rajendran
Keyword(s):  
Quantitative Research ◽  
Structural Barriers ◽  
Disabled People ◽  
Factors Affecting ◽  
The People ◽  
Five Factors ◽  
Level Of Satisfaction ◽  
The Disabled ◽  
Spss Software ◽  
The Relationship

Transportation is a highly significant issue for the people with disabilities. The lack of accessibility in bus terminal has led to drawbacks and restricts many of the disabled from moving around without any restriction. The purpose of this research is to identify the barriers of accessibility for the disabled in bus terminals in Malaysia. The main objective of this work was to analyze the level of satisfaction of disabled toward the accessibility in bus terminal and identify the barriers of accessibility for disabled in bus terminal. This study is only focusing on the structural barriers. There are five factors affecting the structural barriers which are infrastructure, pedestrian environment, vehicle design, planning and information. The relationship between these variables and accessibility of disabled people in bus terminal was studied. This work was carried out based on quantitative research method. Questionnaire was used for data collection and data analysis was done using SPSS software in terms of inferential analysis. The key findings of this work showed that all variable has a significant relationship with accessibility of disabled people in bus terminal.

Counting and dis-counting learner group variation

2002 ◽  
Vol 12 (1) ◽  
pp. 77-94 ◽  
Author(s):  
Chris Davison ◽  
Penny McKay
Keyword(s):  
English Language ◽  
Language And Literacy ◽  
Care Needs ◽  
Valuable Component ◽  
Learning And Teaching ◽  
Group Variation ◽  
English Speaking ◽  
National Literacy ◽  
Esl Learners ◽  
Or Benchmarks

Australia is a multilingual multicultural country with an impressive record of educational provision for students from language other than English (LOTE) backgrounds. The recent widespread development of common standards and benchmarks in English language and literacy in schools can be seen as a valuable component of this provision. However, care needs to be taken to avoid projecting a false picture of linguistic homogeneity by ignoring variation between English-speaking background (ESB) and English as a Second Language (ESL) learner groups. This paper demonstrates how the recent introduction of national Literacy Benchmarks, unlike the earlier development of curriculum and standards frameworks, has dis-counted ESL achievement by failing to take sufficient account of learner variation. Problems have also occurred in balancing the conflicting motivations for benchmarking: assessment, accountability and education, which result in different “standards” for standard-setting being assumed by the various stakeholders. The paper concludes that real accountability and progress in ESL learning and teaching can only be shown effectively through the use of a complementary but distinctive set of standards or benchmarks for ESL learners at different stages of schooling.

scholarly journals Reticence is not a Virtue in Aviation: Improving English Speaking Proficiency of Future Aviation Specialists

2021 ◽  
Vol 13 (2) ◽  
pp. 498-515
Author(s):  
Liudmyla Herasymenko ◽  
Svitlana Muravska ◽  
Maryna Lomakina ◽  
Nadiia Martynenko ◽  
Iuliia Mazurenko
Keyword(s):  
Problem Solving ◽  
Language Proficiency ◽  
English Language ◽  
Speaking Proficiency ◽  
Information Gap ◽  
Grammatical Skills ◽  
English Speaking ◽  
The Impact ◽  
Experimental Group ◽  
Speaking Skills

English language proficiency is a vital requirement for air-to-ground communication for aviation specialists. A special attention should be paid to developing speaking skills of future pilots, air traffic controllers and engineers. Our research has shown that future aviation specialists come across certain challenges in the process of communication in English: insufficient aviation knowledge to give an opinion, low motivation to speak, poor grammatical skills and insufficient knowledge of vocabulary items, uneven participation in discussions, and fear of making mistakes. To overcome these challenges some recommendations were formulated for teachers to follow. The problem-solving activities were chosen and designed to enhance students’ speaking skills. They include value-clarification tasks, discussions, role-plays, information-gap activities, describing pictures, and discussing videos. This research aims to define the impact of applying these problem-solving activities on developing students’ speaking skills. 120 second year students in aviation specialties took part in this experiment. They were divided into a control and an experimental group of equal numbers. In both groups, the teachers taught the same Aviation English content which corresponded to the syllabus. In addition, in the experimental group the teacher implemented the problem-solving activities, which contributed significantly to the development of future aviation specialists’ speaking skills.

scholarly journals Exploring Factors of Speech Anxiety in Second Language Classroom

2019 ◽  
Vol 10 (5) ◽  
pp. 97
Author(s):  
Abdul Malik Abbasi ◽  
Samreen Riaz Ahmed ◽  
Alia Farooqi ◽  
Stephon John
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
English Language ◽  
English Speakers ◽  
Speech Anxiety ◽  
Factors Affecting ◽  
Language Classroom ◽  
The World ◽  
Language Classrooms ◽  
Esl Learners

This study aims to investigate the factors affecting on English speech of undergraduate students at the SMIU, Karachi. The study prospects two aspects as outcomes of the study, one to discover what are the major issues and hindrances and another one to find their solutions for developing techniques and skills to gain confidence while speaking English as a second language in ESL classroom and in public. It will further investigate as how to help develop a wonderful speech free from speech anxiety. The study administered Likert Scale as a tool for data collection. Forty participating students were recruited from the department of Computer Science, Sindh Madressatul Islam University, Karachi. Speech anxiety is a common phenomenon amongst the students in the second language classrooms. Second language i.e., English, however, has become the lingua franca of the world. It is no longer the language of only native Britishers and Americans, rather, it is a widely spoken language by most people living in every nook & corner of the world. This study investigates as to how ESL learners turn out as nervous speakers while speaking English. Findings of the study suggest that speech anxiety seems to be an unavoidable phenomenon for ESL learners as the data reveal. In addition, this study is associated with the previous studies that there is a moderate level of Foreign Language Speech Anxiety (FLSA) amongst the Pakistani English speakers. Since English is taught from the primary level and every literate person almost understands and speaks English. Pakistani English language speakers should speak without speech anxiety, though it seems to be a part of human nature being nervous while speaking English as a second language. The students should learn how to manage speech anxiety by welcoming it and try to overcome it not by mindless imitation but by being natural in English speech.

scholarly journals KEY FACTORS INFLUENCING LEARNERS’ ORAL FLUENCY IN ENGLISH SPEAKING CLASSES: A CASE AT A PUBLIC UNIVERSITY IN VIET NAM

2020 ◽  
Vol 36 (6) ◽  
pp. 93
Author(s):  
Dinh Thi Bich Ngoc ◽  
Tran Thi Dung
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Survey Questionnaire ◽  
Structured Interviews ◽  
Oral Fluency ◽  
Factors Affecting ◽  
Affective Factors ◽  
Factors Influencing ◽  
English Speaking

In the field of English language learning, speaking is regarded as one of the most important skills to be developed and enhanced continually as means of effective communication. In most English classes at universities, many students find it difficult to express themselves in spoken English. So this research aims to investigate prominent factors affecting fluency of second-year students in speaking skill. The study uses mixed research methods with two data collection instruments namely survey questionnaire and semi-structured interview. The participants joining the survey questionnaire include 98 English non-majored students who were taking the English speaking course in their second semester at a university. The semi-structured interviews were conducted with 15 teachers and 15 students. The findings reveal that the group of affective factors is the prominent one, and then followed by automation, error correction and performance factors influencing their oral fluency. Therefore, some useful recommendations focusing on interactive strategies to minimize learners’ difficulties in oral fluency as well as develop their fluency in English speaking performance in this study could be taken into account for EFL teachers in English speaking classes.

scholarly journals ORAL PRESENTATION STRATEGY FOR ENHANCING ENGLISH SPEAKING PROFICIENCY TO NON-ENGLISH MAJOR STUDENTS

2019 ◽  
Vol 1 (2) ◽  
pp. 40-48
Author(s):  
Thao Hieu Nguyen
Keyword(s):  
Oral Presentation ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Dynamic Learning ◽  
Factors Affecting ◽  
Speaking Proficiency ◽  
English Major ◽  
English Speaking ◽  
Student Grades ◽  
Oral Presentations

This paper presents an integratedskill approach of using oral presentations as an interactive teaching tool in non-English major classrooms, specifically in the context of Tra Vinh University. This paper has the following sections: (1) introducing the context of teaching and learning English and the factors affecting students’  speaking ability in Vietnam and in several other countries; (2) presenting the benefits of integrating oral presentation in the classroom; (3) proposing suggestions that help EFL teachers to apply this approach effectively. The result shows that four main factors, which affect students’ speaking ability, are a lack of topical  knowledge, low self-esteem, limited chances of practice and the overuse of mother tongue. By giving presentation, students have a higher level of confidence, speak correctly, use more vocabularies, and develop other language skills as well as soft-skills. However, teachers need to instruct students clearly; reduce pressure on student grades and make effective feedback to individual. Besides, students need encouragement to create dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English speaking ability.

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