Challenges in Speaking Classrooms among Non-English Majors

Abstract

As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.

Speaking Accuracy, Fluency, and Beyond: Indonesian Vocational Students’ Voices

“…In the whilst-speaking phase, educators should encourage and maintain a relaxing and safe learning atmosphere for the students (cf. Batyrova, 2021;Derakhshan et al, 2016;Fauzan, 2014;Trinh & Pham, 2021). Creating such an environment helps students to become more comfortable speaking and not afraid of making mistakes, by, for example, letting them to speak freely first without interruption or correction.…”

“…A great deal of research has also tapped and discussed psychological factors in speaking (e.g. Aziz & Kashinathan, 2021;Leong & Ahmadi, 2017;Park & Lee, 2005;Toomnan & Intaraprasert, 2015;Trinh & Pham, 2021). However, to the best of our knowledge, there is still limited research done to bring forth how students themselves as language learners see accuracy, fluency and how, in their opinion, the psychological challenges affect them to deliver an accurate and fluent speech.…”

“…No being or feeling ready is indeed a common phenomenon in speaking. A great body of research has reported these challenges (see Aziz & Kashinathan, 2021;Kara & Ayaz, 2017;Trinh & Pham, 2021). This feeling of not being ready to speak in English causes what is then called psychological related challenges such as nervousness, anxiety, insecurity, unconfident, and fear of making mistakes.…”

The Impact of Cooperative Storytelling Strategy on the Learner’s Speaking Proficiency

“…According to Trinh and Pham (2021), this led to a sense of fear among the students towards making errors while communicating in English. Consequently, individuals tend to opt for refraining from utilizing the target language and instead opt to articulate their thoughts in their native language when faced with challenges in effectively conveying their perspectives in English.…”

The Analysis of Linguistic Barriers Faced by Efl Learners in English Speaking Skills

“…The lack of grammatical knowledge and correct pronunciation which are further intensified by shyness, nervousness, fear of making mistakes, lack of confidence, limited practice opportunities, environment factors, mother tongue use and low motivation lead to poor speaking skills (Yendra, 2018). The students then participate in class little or not at all out of fear of ridicule or losing face, having a habit of translating text into their mother tongue and lack of necessary vocabulary (Trinh & Pham, 2021) affecting their confidence (Indari, 2020). Suchona (2019), speaking is frequently hindered by worry, fear, reluctance, and performance pressure.…”