Joss.Al-Makkipublisher.Com/Index.Php/Js

507

JOSS :

Journal of Social Science

Electronic Computer Center, University of Diyala, Iraq

Email: [email protected]

INTRODUCTION

The acquisition of English speaking proficiency is a common objective among many

individuals studying English as a Foreign or Second Language (EFL/ESL). Language learners

often assess their proficiency in language acquisition by gauging the extent of improvement

in their oral communication skills. Educators and instructional materials employ either direct

methodologies that focus on specific elements of oral communication, such as participation

and topic management, or indirect methodologies that create opportunities for oral

engagement through group work, task work, and other instructional tactics (Richards &

Rodgers, 2014). Human communication is a multifaceted phenomenon, as suggested by

(Harmer & KHAN, 1991) and Pourhosein (Nasiri & Gilakjani, 2016). Individuals require

language in accordance with their individual objectives. In order to facilitate efficient

communication, it is imperative that speakers possess the ability to assume the roles of both

listener and speaker simultaneously. The acquisition of speaking skills holds significant

importance in the process of learning a second language. The value of oral communication

speaking proficiency holds paramount significance in the process of acquiring a second or

foreign language. The level of achievement in this skill is evaluated by one's capacity to

engage in meaningful conversations in the target language (Nunan, 1991).

The skill of speaking is widely regarded as one of the most crucial abilities among the

four language skills. This is due to the fact that individuals who acquire a language are

commonly identified as the speakers of that particular language (Ur, 1996). The primary

objective of English language instruction is to provide learners with the competence to

effectively and accurately utilize the English language when interacting (Davies & Pearse,

2000). However, it appears that individuals who are acquiring a new language are unable to

effectively and precisely communicate due to their insufficient understanding in this particular

significant weight in the evaluation of instructors' examinations. In order to acquire

proficiency in speaking, learners necessitate a substantial amount of practice. One effective

method for learners to enhance their speaking proficiency is by engaging in activities that

include listening and repeating. Educators have the ability to provide their students with

various frameworks and instruct them to replicate those structures. This intervention has the

potential to alleviate the shyness experienced by students. Educators have the ability to

enhance their students' speaking proficiency by employing concise questions and dialogues

within the classroom setting (Bashir et al., 2011). One of the most challenging aspects

encountered by language learners in the process of language acquisition is the development

of speaking proficiency. The significance of speaking is often acknowledged as being

communication through verbal interaction, the act of making a request, and the act of

delivering a formal speech. (Chaney & Burk, 1998) posits that speaking is the act of

generating and exchanging significance through the utilization of verbal and non-verbal

symbols within diverse contextual settings. According to (Brown, 2001) and (Burns & Joyce,

1997), the concept of speaking can be defined as a dynamic and interactive activity that

facts, or emotions. The perspective presented here adopts a top-down approach in

understanding spoken texts as a collaborative effort involving multiple individuals within a

shared temporal and contextual framework.

METHOD RESEARCH

This research uses qualitative methods in analysis in English language learning along

with the steps:

The first step is to plan a review. This was done to determine the need for judicial review

and to establish a review protocol. I proceed to the next stage, which is to conduct a review

identifying relevant studies that investigate English speaking challenges among ESL learners,

as well as effective strategies for addressing learner speaking challenges. To extract and

synthesize data, the main study is selected. The third stage is to report on the review by

communicating its findings.

significant importance as it is a fundamental ability required for engaging in conversations.

The act of speaking English is a challenging endeavor since it requires individuals to possess

a comprehensive understanding of various essential elements, including pronunciation,

grammar, vocabulary, fluency, and comprehension. In order to provide seamless and efficient

communication with individuals, it is imperative for learners to possess a sufficient level of

proficiency in spoken English. In a study conducted by (Rivers, 2018), the investigation

focused on language usage in non-classroom settings, revealing that speaking is utilized at a

rate that is twice as frequent as the combined usage of reading and writing. Listening and

speaking are considered essential language skills for learners, as stated by (Brown, 2001).

According to (Efrizal, 2012), and (Nasiri & Gilakjani, 2016), the act of speaking holds

language. In line with (Richards & Rodgers, 2014), the conventional instructional approaches

neglected the development of speaking proficiency in educational settings, where the primary

focus was placed on the cultivation of reading and writing abilities. In the Grammar-

Translation technique, there was a notable emphasis on the development of reading and

vocabulary and grammar proficiency, therefore leading to an improvement in their writing

abilities. Students have the ability to articulate their feelings, convey their thoughts, narrate

stories, make requests, engage in conversations, explore topics, and demonstrate the diverse

functions of language. Oral communication holds significant significance beyond the confines

of the educational setting. Consequently, individuals proficient in many languages possess a

greater range of employment prospects within various organizations and corporations.

According to (Baker, 2003), individuals who possess a high level of English proficiency are

more likely to experience enhanced educational opportunities, secure desirable employment,

and achieve career advancement. Prior studies have corroborated the notion that individuals

are unable to acquire a language in the absence of ample opportunities for meaningful

substantiating indication of their language acquisition. This concept prompted certain

educators to swiftly transition from oral instruction to the instruction of reading and writing.

The development of speaking skills is crucial for pupils learning English as it enhances

their capacity to effectively utilize the language. The acquisition of proficient speaking skills

has proven to be of paramount significance in the achievement of success for individuals. The

importance of speaking skills is seen in the everyday actions of individuals. Oral

communication is a dynamic and participatory process that takes place within the confines of

real-time limitations. In other words, individuals possess the ability to employ language

effortlessly and without significant cognitive effort. The ability to speak allows individuals to

generate sentences for the purpose of engaging in authentic communication, wherein they

activities can facilitate the acquisition and enhancement of communicative competence

among learners. It is vital for individuals to possess a comprehensive understanding of the

functioning of the language system in a suitable manner. Fluency is regarded as the primary

objective of educators while instructing the speaking skill, constituting the initial attribute of

speaking performance. Fluency, as described by (Hughes & Reed, 2016), pertains to the

proficiency in acquiring a foreign language. Hence, it is imperative for educators to prioritize

precision in their instructional methodologies. According to (Mazouzi, 2013), it is imperative

for learners to allocate sufficient attention to the precision and comprehensiveness of language

form during oral communication. This entails emphasizing grammatical patterns, terms, and

articulation. (Thornbury, 2005) believes that the accurate utilization of grammatical structures

by learners is contingent upon the extent and intricacy of their utterances, as well as the

presence of well-organized clauses. Achieving lexical precision involves the deliberate choice

of appropriate terminology within appropriate linguistic situations. Learners occasionally

employ comparable words or phrases in different settings that do not possess similar

meanings. It is vital for learners to possess the ability to accurately employ words and

English proficiently and efficiently.

Difficulties with Verbal Communication

speaking skills within the school environment. The factors identified in the study conducted

by (Vietnam, 2015) include inhibition, limited thematic knowledge, reduced engagement, and

reliance on the mother language.

The first challenge that pupils face in the classroom is inhibition. In the classroom

setting, individuals may experience inhibitions when attempting to express their thoughts or

ideas. The individuals exhibit concerns over the potential occurrence of errors and harbor

apprehension towards receiving critical feedback. The individual has a sense of shame in

response to the attention they receive from their peers. According to (Littlewood, 2007), the

language classroom has the potential to generate inhibitions and trepidation among pupils.

The second issue pertains to learners expressing dissatisfaction with their inability to

the subject matter. (Baker, 2003) further corroborate the aforementioned notion, asserting that

learners encounter significant challenges when prompted by their instructors to express

themselves in a foreign language. This difficulty arises from their limited ability to formulate

opinions, select appropriate terminology, and employ grammar with precision.

(Vietnam, 2015). (Harmer & KHAN, 1991) posits that there are several rationales behind

learners' utilization of their home tongue during speaking sessions. One primary rationale for

teachers instructing their students to engage in discussions on topics with which they possess

limited familiarity is to encourage the utilization of language skills. One further factor is the

inherent ease with which learners can employ their mother tongue in the learning process. In

the absence of encouragement from teachers to engage in English conversation, learners will

naturally resort to their native language when attempting to convey information to their peers.

The ultimate argument pertains to the notion that when teachers consistently incorporate

their pupils' native language, it fosters a sense of ease and encourages learners to employ their

mother tongue during speaking classes.

The initial factor pertains to performance circumstances. Learners engage in a speaking

task within varying circumstances. Speaking performance is influenced by several

performance conditions, which encompass factors such as time constraint, organizing, the

standard of efficiency, and the level of support provided (Newton & Nation, 2020).

The second element is associated with emotive aspects. According to (Oxford, 1990),

the emotive aspect of students plays a significant role in language acquisition. (Krashen, 1981)

posited that numerous affective characteristics have been linked to the process of acquiring a

second language. Among these variables, motivation, self-confidence, and fear have emerged

as the primary types that have garnered significant attention from studies.

The third factor is the ability to listen. According to (Doff, 1998), the enhancement of

engaging in active listening and delivering spoken communication. It can be inferred that

students are unable to respond if they lack understanding of the information presented. It

might be argued that speaking and listening are intricately interconnected.

The fourth factor pertains to topical knowledge. According to (Bachman & Palmer,

1996), it can be described as the cognitive frameworks stored in the long-term memory.

Foreign Language (EFL) learners is influenced by several linguistic components, including

phonology, syntax, vocabulary, and semantics. Additionally, psychological elements such as

motivation and personality were identified as having an impact on the development of

speaking skills in EFL learners.

The acquisition of phonology poses challenges for English as a Foreign Language (EFL)

learners. It is widely acknowledged that English is a non-phonetic language.

In English, the pronunciation of words often diverges significantly from their

orthographic representations. Phrases that have comparable spellings may exhibit varied

pronunciations due to several contextual factors, such as the tense in which they are used and

the phonemes that follow them. This phenomenon can give rise to numerous challenges for

of the learning process, which can indeed pose significant challenges to an individual's self-

esteem. According to (Brown, 2001), the presence of these dangers leads to a sense of

disappointment among learners, discouraging them from engaging in English conversation.

As a result, they may choose to remain silent rather than risk being reprimanded in the

presence of a large audience. The act of engaging in risk-taking behavior is closely associated

with the concepts of inhibition and self-respect. According to (Wahyuni, 2022), English as a

Foreign Language (EFL) learners with poor self-esteem often refrain from taking risks and

making mistakes during speaking activities. This inhibition ultimately hinders their progress

in improving their speaking skills.

The apprehension associated with verbalizing in the English language is relevant to

perspective, faults in language usage demonstrate a lack of awareness that can impede their

ability to communicate in English in social settings. The occurrence of speaking anxiety can

be attributed to the diverse language proficiency levels among learners in a classroom setting.

Learners can be categorized into two distinct groups based on their academic abilities: those

who have excellent aptitude and those who exhibit weaker performance. In many educational

This part provides an overview of several researches that are relevant to the examination

of factors that influence speaking skill. The study conducted by (Park & Lee, 2005) examined

the correlation between nervousness, a sense of self and speaking performance among second

language learners. A total of 132 individuals who were learning Korean took part in this study.

The findings derived from this study the study demonstrated a negative correlation between

students' anxiety levels and their oral performance.

In a study conducted by (Boonkit, 2010), an investigation was undertaken to examine

the many aspects that contribute to the enhancement of learners' speaking proficiency. The

findings indicate that employing suitable activities to enhance speaking skills can serve as an

effective approach in reducing speakers' nervousness. The findings of the study also indicated

speaking teaching, despite acknowledging its importance in developing speaking skills. The

findings of the study also indicated that the teachers expressed a lack of proficiency in oral

communication, despite having different motivating orientations towards the use of spoken

English. The researchers have demonstrated that learners hold varying perspectives on the

importance of speaking skills in the English language. This divergence is associated with the

learners' motivational backgrounds and their perceived level of competence in speaking. The

findings indicated that learners had a negative self-assessment on their speaking proficiency,

expressing a lack of confidence in their ability to communicate effectively in English. A

subset of individuals conveyed that they held a favorable stance in engaging in verbal

activities.

levels of anxiety on the speaking performance of trainees.

According to (Urrutia Leó & Vega Cely, 2010), learners' oral performance was

impacted by their limited vocabulary, reticence, and fear of ridicule. Additionally, it was

discovered that learners' cooperation, self-assurance, vocabulary mastery, and the classroom

atmosphere all encouraged them to develop their speaking abilities. In 2007, (Prieto Castillo,

linguistic proficiency. In other words, there exists a positive correlation between the listening

score and the speaking score, such that an increase in the former is associated with an

improvement in the latter. In a study conducted by (LUKITASARI, 2008), the focus was on

examining the tactics employed by learners to address their difficulties in speaking. The

findings derived from this research indicate that learners encounter numerous challenges in

their speaking endeavors, including inhibition, lack of content, limited engagement, and

reliance on their native language during speaking sessions. The findings of this study indicate

that learners did not exhibit improvement in their speaking proficiency due to a lack of

acquisition in three fundamental components of speaking, namely vocabulary, grammar, and

pronunciation.

that individuals with a diminished sense of self-worth, heightened levels of worry, and limited

motivation encounter significant challenges in developing their speaking abilities while

possessing adequate linguistic proficiency. The study demonstrated that pupils with elevated

levels of motivation and reduced levels of fear exhibit enhanced proficiency in verbal

communication. Therefore, students must be provided with a supportive and collaborative

atmosphere that facilitates their ability to overcome challenges in oral communication. In light

of a comprehensive evaluation of the existing literature, it is recommended that educators

possess a thorough understanding of their student's interests and emotions. Additionally, they

should strive to enhance their learners' self-assurance and carefully select the most effective

instructional approach to ensure sustained engagement in speaking activities. It is

to assist students in overcoming their shyness, thereby creating a comfortable environment