Factors Affecting the Improvement of Speaking Skills Among Jordanian EFL Learners

Khasawneh, Mohamad Ahmad Saleem

doi:10.17507/jltr.1406.14

Cited by 4 publications

(2 citation statements)

References 34 publications

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“…Students, still have a problem in mastering the language. Learning a language can done well if the learners are enjoy the class, and interested in challenging themselves (Khasawneh, 2023). As we know in learning the English language, four skills of language should be learned by the students, they are listening skills, speaking skills, reading skills, and writing skills.…”

Section: Discussionmentioning

confidence: 99%

The Difficulties and Strategies of Efl Students in Improving Their English Skills

Tukan

2024

IJIET

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This paper aims to explain the difficulties of EFL students in learning English, the difficulties in writing skills, and the strategies used to improve their writing skills. The participants were 20 students of SMPK. St. Isidorus, Lewolema sub-district, East Flores, Nusa Tenggara Timur. A qualitative method was employed in this research using the interview as a data collection technique. The findings showed that the difficulties of EFL Students in learning English where they cannot (1) translate the English words, (2) read an English text, (3) write an English sentence, (4) pronounce, and (5) memorize the English sentence. Students have difficulties in writing such as lack of vocabulary, cannot write the word in English correctly, and translate the sentence in English. The strategies chosen by the students to improve their writing include learning how to translate the word, memorize the vocabulary, and learn to write the correct English sentence.

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Section: Discussionmentioning

confidence: 99%

The Difficulties and Strategies of Efl Students in Improving Their English Skills

Tukan

2024

IJIET

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“…However, there are many issues regarding students' English speaking skills in the Vietnamese context. Interestingly, Khasawneh (2023) suggested that students should learn English speaking through conversation and authentic contexts so that facilitation could be made optimal through teaching language communication. Within this aspect, using an AI voice chatbot to provide a conversation environment between students and an AI agent is expected to be useful as AI voice chatbots were reported by Kim et al (2019) that they could speak with users in native English, providing authentic inputs.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of an Artificial Intelligence Voice Chatbot on Improving Vietnamese Undergraduate Students’ English Speaking Skills

Duong,

Suppasetseree

2024

IJLTER

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Speaking English skill is crucial and advantageous for Vietnamese undergraduate students. Speaking English accurately and fluently, however, has proven difficult for these students due to limited English speaking environments, resulting in their insufficient language proficiency and unwillingness to speak. While artificial intelligence (AI) technologies are recommended as effective tools in foreign language education for their flexibility, interactivity, and learner-centeredness, enhancing students’ oral communication, little research has considered using an AI voice chatbot to improve students’ English speaking skills in Vietnam. Therefore, there are still gaps for this study to be conducted. An 8-week quasi-experiment was conducted with 30 Vietnamese undergraduate students. The participants were informed of research purposes, implementation, and confidentiality. They practiced English speaking with an AI voice chatbot in two class sessions per week, completed a pre-experiment and post-experiment speaking test, responded to a questionnaire, and participated in a semi-structured interview at the end. The results revealed students’ significant improvement in English speaking skills after using an AI voice chatbot to practice speaking with p < 0.05. The students also agreed that their English speaking skills improved after the intervention because they could speak English better by using suitable hedging words, grammar structures, and vocabulary. The findings pose positive ways for teachers to integrate the AI voice chatbot into their lesson plans for teaching and learning activities. Some limitations were found related to sample size and technological issues. The study brings about a new English learning environment to the Vietnamese EFL undergraduate.

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Understanding the dynamics of English-speaking challenges for students in Kazakhstan

Yessenbekova

2024

AEDS

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PurposeThe purpose of this paper is to explore the English-speaking challenges confronted by English as Foreign Language (EFL) students in the context of Kazakhstan, a Central Asian, post-Soviet nation, particularly focusing on the interrelation of English language fluency issues, psychological conditions and the influence of environmental factors.Design/methodology/approachThis qualitative inquiry is firmly situated in Krashen’s second language acquisition theory. The research cohort comprises ten undergraduates from the esteemed Foreign Languages and Translation Studies Department, their narratives forming the basis for data analysis. The author conducted structured interviews with the participants.FindingsThe findings demonstrate that limited language proficiency not only hinders fluency but also initiates psychological challenges, forming a difficult cycle. Additionally, environmental elements, such as interactions with teachers and peers, have both beneficial and adverse impacts on speaking improvement. Acknowledging and tackling these complex dynamics is crucial for developing focused interventions that foster a supportive learning environment conducive to enhancing language acquisition and fluency.Research limitations/implicationsThe limitation of this research is that the triangulation method in the form of additional semi-structured interviews and/or observation was not used to get more in-depth data.Practical implicationsThe study might be helpful for stakeholders to reflect on the English difficulties they experience and to prepare effective teaching and learning strategies. In particular, EFL teachers may need to use more speaking activities in lessons to help students overcome language barriers in speaking. EFL teachers might also adopt strategies such as not judging learners’ mistakes in the first phase of their language practices until they get used to speaking without any psychological blocks and paying additional attention to vocabulary and grammar knowledge in communicative lessons. EFL students may use the strategies to consciously evaluate their skills and not learn the speaking material by heart beforehand. In addition, university administration may organize regular speaking clubs for students in order to create an immersive environment. Moreover, they might require teachers to show up with their speaking capabilities before hiring English teachers, especially in English-related specialization departments.Originality/valueThe research indicates a lack of support and a judgmental environment, passive involvement in communicative pursuits and memorization as instrumental strategies for augmenting oral proficiency. These reasons have created difficulties in speaking English for students studying in English-specialized departments in Kazakhstan.

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Factors Affecting the Improvement of Speaking Skills Among Jordanian EFL Learners

Cited by 4 publications

References 34 publications

The Difficulties and Strategies of Efl Students in Improving Their English Skills

The Difficulties and Strategies of Efl Students in Improving Their English Skills

The Effects of an Artificial Intelligence Voice Chatbot on Improving Vietnamese Undergraduate Students’ English Speaking Skills

Understanding the dynamics of English-speaking challenges for students in Kazakhstan

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