Understanding English speaking difficulties: an investigation of two Chinese populations

Abstract

Compared with reading, writing and listening, there has been a paucity of empirical data documenting learners' experiences of speaking English as a second language (ESL) or English as a foreign language (EFL) in different learning contexts in spite of the fact that developing the ability to speak in a second or foreign language is widely considered a daunting task for most language learners. This paper reports on the findings of a questionnaire survey of the English speaking difficulties experienced by two Chinese populations: one group of university students from mainland China and one group of university students from Hong Kong. Drawing on various theoretical perspectives, the students' perceived difficulties are analysed in relation to linguistic deficiency, oral language processes, conversational skills and academic speaking conventions, affective influence as well as affordance of opportunities to use English for spoken communication in the students' learning contexts. Important implications of the results for pedagogical practices that foster development of ESL or EFL speaking skills are discussed.

Vocational college students’ common errors in EFL speaking performance

“…After recording, the students were also requested to fill in a questionnaire. This questionnaire is adapted from Gan (2013). The questionnaire inquired about their opinions on their experiences of learning English, particularly in speaking, with items that required 'yes' or 'no' answers.…”

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“…Consequently, an advanced level of language learning does not guarantee anxiety-free or stress-free conversations. Corroborating the results of a number of research studies (Abrar et al, 2018;Gan, 2013;Kitano, 2001;Marcos-Llinas & Garau, 2009), the main stressors even for competent English speakers are self-imposed and school-related factors such as linguistic competence, lack of opportunities to speak English, underestimation of their own capacity, comparisons with classmates, oral proficiency exams, and negative teacher behaviors. It is known that affective factors are closely connected with self-concept, which plays an important role in determining students' motivation to speak and see their actual competency levels (Dincer & Yesilyurt, 2017;Eccles & Wigfield, 2002).…”

An Investigation of Mother Tongue Influence on EFL Learners during their Speaking Performance

“…During the data obtained, it kept being checked every item of the questionnaire. The question on the questionnaire was adopted from Gan (2013). The primary data from the students" audio recording was transcribed and analyzed while the questionnaire was employed to strength the main data.…”