Learners’ Challenges and English Educators’ Approaches in Teaching Speaking Skills in an ESL Classroom: A Literature Review

Paneerselvam, Agatheswari; Mohamad, Maslawati

doi:10.4236/ce.2019.1013253

Cited by 29 publications

(42 citation statements)

References 3 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There were three relevant systematic reviews identified (Mei and Masoumeh, 2017;Paneerselvam and Mohamad, 2019;Rajendran and Yunus, 2021) and the findings of these systematic reviews explained the difficulties that Malaysian ESL learners faced when speaking English, and effective strategies for overcoming these difficulties were also discussed in the studies. The studies answered the research questions of the systematic review that addressed earlier in this paper.…”

Section: Challenges Faced By Esl Learners In Malaysia To Speak English Languagementioning

confidence: 99%

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

Kashinathan¹,

Aziz²

2021

IJARPED

View full text Add to dashboard Cite

Speaking is a useful language ability that allows speakers and listeners to engage in oral communication for the purpose of transferring and sharing information and developing long-term relationships. English is one of those languages that has the global demand for learners from varied L1 origins at all levels of communication. However, ESL students' developing speaking skills are always regarded as complex and challenging, requiring a great deal of effort to maintain. This article presents a comprehensive overview of published studies of the challenges of ESL learners speaking English from 2014 to 2021 in the Malaysian classroom. This systemic review addresses two questions of research, i.e., what are the challenges faced by ESL learners in Malaysia to speak English and what are the effective strategies to overcome the speaking challenges among the ESL learners? A total of fifteen studies were reviewed in depth. The findings show that ESL students experience both internal and external challenges to speaking English. The findings also reveal useful strategies for overcoming learners' difficulties in speaking the language. The limitations of previous studies were examined in greater depth, as well as future research and practice directions.The study may provide useful information for ESL teachers, English supervisors, administrators, Ministry of Education officials, and, most importantly, learners in the development of speaking abilities.

show abstract

Section: Challenges Faced By Esl Learners In Malaysia To Speak English Languagementioning

confidence: 99%

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

Kashinathan¹,

Aziz²

2021

IJARPED

View full text Add to dashboard Cite

show abstract

“…This puts further emphasis on speaking (Azlan et al, 2019). Amid achieving the above aspiration, the speaking skill is often regarded as one of the most demanding and challenging of the four skills whereby many Malaysian ESL learners are still struggling to achieve fluency when speaking (Darmi & Albion, 2017;Leong & Ahmadi, 2017;Azlan et al, 2019;Paneerselvam & Mohamad, 2019;Precintha et al, 2019). Recent studies suggest that this scenario is not only evident among adult ESL learners but that it is also an obtrusive issue among most primary ESL pupils in Malaysia (Nijat et al, 2019;Samat et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Generally, studies done in both global and local contexts have addressed similar factors contributing towards the poor speaking fluency among ESL learners. First, the learners are identified to be the victims of common psychological factors such as a lack of motivation and poor self-confidence, in addition to anxiety, a fear of criticism and inhibition (Leong & Ahmadi 2017;Abugohar et al 2019;Azlan et al, 2019;Paneerselvam & Mohamad 2019;Nijat et al, 2019;Samat et al, 2019;Tonekaboni, 2019;Yin, 2019). A lack of speaking practice opportunities in their immediate surroundings is also prominent, as learners prefer using their mother tongue in their daily conversations outside the classroom (Shuangjiang & Jitpanat, 2017;Lutfi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

Rajendran

Yunus

2021

IJLTER

View full text Add to dashboard Cite

The mastery of all four language skills has become one of the topmost priorities among English as a Second Language (ESL) learners worldwide. Despite multiple efforts taken to master the necessary skills, speaking remains to the most challenging skill for many Malaysian ESL learners. Previous studies suggest that Mobile-assisted Language Learning (MALL) for speaking has taken its first steps in Malaysian tertiary and secondary levels of education. However, there is still a paucity of research done on MALL at the primary level. The present case study therefore sought to fill in the gap by exploring how the ChatterPix Kids mobile app has helped 5 purposively selected Year 3 primary school pupils develop their speaking fluency. This was done through speaking practices conducted over 12 speaking lessons during the Movement Control Order (MCO) from their perspective. The pupils’ responses obtained through the semi-structured interviews were triangulated using the responses obtained from them through both a focus group and their parents’ feedback obtained through an open-ended questionnaire. The findings were thematically analysed. Seven themes were highlighted which indicate the crucial need to incorporate MALL for speaking among Malaysian primary school pupils. Further studies are recommended to be done on how ChatterPix Kids could be exploited when learning other language skills such as listening, reading, and writing. So far as the study’s limitations are concerned, there is a need to investigate how the pupils’ confidence could be sustained in the absence of the app when speaking in public.

show abstract

“…As for language learners, oral proficiency is used to aid them in organising and linking ideas for learning purposes as well as providing them cognitive development support during socialising process which resulted in good academic and work performances (Hill, 2010). Whereas the ability to communicate eloquently will have a greater advantage in landing a career, this is supported by Paneerselvam & Mohamad (2019) who stated that oral communication skill is one of the basic knowledge expertise stressed as very essential for new employees. This shows how important it is for individuals to be orally proficient in any language-or in this context, English, which is greatly known as the global language.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review

Norhasim¹,

Mohamad²

2020

Self Cite

View full text Add to dashboard Cite

Oral proficiency is one of the most fundamental skills yet challenging to acquire. Although numerous initiatives and measures have been taken by the Malaysian education authorities in moving towards the cultivation of learners' authentic English communication competency including the implementation of the new classroom-based language assessment through communicative language teaching, Malaysian students still struggle in obtaining the minimum requirement for speaking skill in the established language proficiency tests. In accordance to that, this paper provides a literature review on 1) the challenges faced by teachers related to classroom-based assessment for oral proficiency and 2) past studies on language assessment literacy among Malaysian ESL teachers. Some of the challenges may due to the dependency on summative and standardised tests, difficulties in assessing oral proficiency, ineffective courses and trainings on formative language assessment and the low level of language assessment literacy on formative language assessment among Malaysian ESL teachers. By understanding the limitations encountered by the Malaysian ESL teachers in assessing oral proficiency, education authorities as well as educators may work together in finding the solution.

show abstract

Learners’ Challenges and English Educators’ Approaches in Teaching Speaking Skills in an ESL Classroom: A Literature Review

Cited by 29 publications

References 3 publications

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review

Contact Info

Product

Resources

About