ESL Learners’ Obstacles in Learning Speaking Skills

Abstract

English is regarded as a second language in Malaysia and is part of the compulsory learning subject in primary and secondary school. However, the learning span of six years in primary school and five years in secondary school does not assure that the students will be able to master their speaking skills. Many of our students are still struggling to speak in English with correct sentence structures and pronunciations. Therefore, this paper aims to discuss the obstacles faced by ESL learners in their speaking skills. Learning perception, anxiety, and social-related problems as well as learning related problems, were the focus of issues discussed in this paper. This study engaged a quantitative approach to collect the data. The online survey, through “Google Form” was used to obtain data from the 196 tertiary level ESL respondents at one of the higher learning institutions in Ipoh. An adapted questionnaire was used for this study. The questionnaire was constructed in the form of a 5-point Likert Scale from which the choices range from strongly agree to strongly disagree. The items on the questionnaire were analyzed using SPSS 26 and the mean score for each item constructed was calculated accordingly. Findings indicated that the respondents experienced interference of L1 when it comes to difficulty in speaking. The respondents also expected the teacher to correct every error that they say and want the teacher to use a variety of methods and latest approaches to teach speaking skills to boost their interest. This study suggests that ESL learners need to be given more motivation to develop their confidence in using the English language and teachers need to be more creative in implementing strategies that stimulate learners’ interest to speak in English.

The Use of Song to Improve Students' Listening Skill of Ninth Grade at SMPN 1 Jember

“…They felt joyful and passionate to learn English because such media could switch the situation and condition from boring activity to interesting activity, from difficult and tough situation to fluid and fun situation (Sevik, 2012). Therefore, it can be inferred that this media is highly recommended to be implemented as teaching media in the classroom (Hasan & Hoon, 2012). In addition, the diagram shows that the students, in this case, were well-behaved and highly motivated by the employment of songs and lyrics as teaching media, and they were also actively engaged during the discussion in the classroom.…”

“…This is also in line with As Rost's (1990) theory that teachers might help kids overcome their hearing challenges and advance their listening abilities by using songs. Students will be particularly driven to learn listening and actively participate in discussion because this is novel and intriguing to them (Hasan & Hoon, 2012). Actually, using song as a teaching and learning tool helps teachers develop listening skills and gives students engaging approaches to meet learning objectives (Aneth, 2013).…”

“…In cycle II, students' engagement is higher than it was in cycle I, particularly when they are asked to listen to and play a song together. The pupils are more engaged than before and relish using song media to enhance their study (Hasan & Hoon, 2012).…”

Examining Language Learning Strategies (LLS) Through the Lens of Gen Alpha ESL Learners

“…According to Kehing et al (2021), in sharing ideas and providing input through communication, good speaking skill shapes a good English communicator, which can be perceived as a good language learner. Furthermore, having good fluency in speaking, which connotes learners' ability to use the target language smoothly and assertively, is also another trait of a proficient speaker (Yahaya et al, 2021). When the speaker expresses his ideas without constant hesitation and superfluous pauses, this can be associated with fluency (British Council, 2021).…”

Effect of "Learn English" Podcast on Students' Listening Skill of Biography Text at Eleventh Grade of SMKS YPSEI Palangka Raya

“…Listening intensely refers to the act of listening. According to Hamouda (2012), active listening is necessary for effective communication. As a result, hearing is the first ability that English language learners must improve, because learning a new language is mostly accomplished by listening.…”