An Investigation on the Speaking Constraints and Strategies Used by College Students Studying English as EFL Learners
Abstract
Learning English is essential nowadays because of the widespread use of the language all over the world. In Indonesia, students have the opportunity to learn English language from elementary school, all the way to university. However, this does not imply that Indonesian students studying English at universities are proficient in the language, particularly when it comes to speaking English, when they often face an overwhelming number of challenges, both linguistically and psychologically. This study aimed to analyze the challenges that students experience while speaking English and to discuss the students' actions to address the difficulty. A mixed-method research was employed by collecting qualitative and quantitative data. The research's instruments were observation, questionnaires, and interviews. This study's participants include 45 second-semester English literature students at a state university in Malang, Indonesia. The findings of the study revealed that several students had psychological difficulties while speaking English, such as anxiousness, low confidence, worries about making errors, and being mocked. It was also noted that they have uncertainty about word order in English, a lack of grasp of grammar, and difficulty selecting appropriate vocabulary. Inadequate practice in speaking was considered one of the difficulties encountered by students. The students used Rebecca Oxford’s Strategies Inventory for Language Learning (SILL) learning strategies to overcome issues in speaking English.
https://doi.org/10.26803/ijlter.21.9.14
Keywords
Full Text:
PDFReferences
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., & Marzulina, L. (2018). “If our English isn’t a language, what is it?” Indonesian EFL student teachers’ challenges speaking English. The Qualitative Report, 23(1), 129–145. https://doi.org/10.46743/2160-3715/2018.3013
Al-Jarf, R. (2022). Specialized dictionary mobile apps for students learning English for engineering, business and computer science. Journal of Humanities and Education Development (JHED), 4(1), 1–9. https://dx.doi.org/10.22161/jhed.4.1.1
Ali, B. J., & Anwar, G. (2021). Anxiety and foreign language learning: Analysis of students’ anxiety towards foreign language learning. International Journal of English Literature and Social Sciences, 6(3), 234–244. https://dx.doi.org/10.22161/ijels.63.32
Aliaga, M., & Gunderson, B. (2002). Interactive statistics. Prentice Hall.
Alzamil, A. (2021). Teaching English speaking online versus face-to-face: Saudi students’ experience during the COVID-19 pandemic. Arab World English Journal, 12(1), 19–27. https://doi.org/10.24093/awej/vol12no1.2
Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56–69. https://doi.org/10.52462/jlls.4
Brown, H. D., & Lee, H. (2015). Teaching by principles: An Interactive approach to language pedagogy (4th ed.). New York: Pearson Education.
Cabaltica, R. B., & Arcala, R. J. M. (2021). Factors affecting the speaking skills of second English language learners. GIIRJ, 8(5), 121-134. https://dx.doi.org/10.5281/zenodo.4817502
Caron, S. L., & Mitchell, D. (2022). “I’ve never told anyone”: A qualitative analysis of interviews with college women who experienced sexual assault and remained silent. Violence Against Women, 28(9), 1987-2009. https://doi.org/10.1177%2F10778012211022766
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
Chilmy, A. S., Kusmaryati, S. E., Ririn, A., Utari, P., & Kudus, U. M. (2020). The students’ learning strategies in increasing skills. PROMINENT Journal, 3(1), 231–243. https://doi.org/10.24176/pro.v3i1.4704
Chitsamatanga, B. B., & Rembe, N. S. (2020). School related gender based violence as a violation of children’s rights to education in South Africa: Manifestations, consequences and possible solutions. Journal of Human Ecology, 69(1-3), 65-80. https://dx.doi.org/10.31901/24566608.2020/69.1-3.3203
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc. https://doi.org/10.1017/CBO9781107415324.004
Creswell, J. W. (2013). Research design qualitative, quantitative, and mixed method approaches (4th ed.). SAGE Publications.
Daud, A., Ras, F., Novitri, N., & Audia, C. P. (2019). Factors contributing to speaking anxiety: A case study of pre-service English teachers. Journal of Educational Sciences, 3(3), 412–422. https://dx.doi.org/10.31258/jes.3.3.p.412-422
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner’s speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177–186. https://dx.doi.org/10.5539/ells.v6n2p177
Dewi, N., & Jimmi, J. (2018). The correlation between vocabulary mastery and self esteem on students’ speaking skill. Wanastra: Jurnal Bahasa Dan Sastra, 10(1), 78–83. https://doi.org/10.31294/w.v10i1.2998
Ezzy, D. (2002). Qualitative analysis, practice and innovation. Routledge.
Fitriani, D. A., Apriliaswati, R., & Wardah. (2015). A study on student’s English speaking problems in speaking performance. Jurnal Pendidikan Dan Pembelajaran Untan, 4(9), 1–13. https://doi.org/http://dx.doi.org/10.26418/jppk.v4i9.11345
Ghalebi, R., Sadighi, F., & Bagheri, M. S. (2021). A study of vocabulary learning strategies among high and low Iranian English vocabulary learners. Cogent Education, 8(1), 1834933. https://doi.org/10.1080/2331186X.2020.1834933
Ginting, D. (2021). Student engagement, factors, and methods affecting active learning in English language teaching. Voles, 5(2), 215-228. https://dx.doi.org/10.29408/veles.v5i2.3968
Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non?anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562–570. https://doi.org/10.1111/1540-4781.00161
Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17-34. https://dx.doi.org/10.5296/ijele.v1i1.2652a
Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia - Social and Behavioral Sciences, 106, 1712–1726. https://doi.org/10.1016/j.sbspro.2013.12.194
Heriansyah, H. (2012). Speaking problems faced by the English department students of Syiah Kuala University. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 6(1), 37–44. https://doi.org/10.24036/ld.v6i1.7398
Hidayati, T. (2017). English language teaching in Islamic education in Indonesia; Challenges and opportunities. Englisia: Journal of Language, Education, and Humanities, 3(2), 65–82. https://doi.org/10.22373/ej.v3i2.751
Khan, R., Radzuan, N., Shahbaz, M., Ibrahim, A., & Mustafa, G. (2018). The role of vocabulary knowledge in speaking development of Saudi EFL learners. Arab World English Journal, 9(1), 406–418. https://doi.org/10.24093/awej/vol9no1.28
Kusumawardani, S. A., & Mardiyani, E. (2018). The correlation between English grammar competence and speaking fluency. PROJECT (Professional Journal of English Education), 1(6), 724–733. https://doi.org/10.22460/project.v1i6.p724-733
Leong, L.-M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Liau, A. W. L., & Teoh, G. B. S. (2021). Factors inducing literature anxiety for students studying literature in English. International Journal of Learning, Teaching and Educational Research, 20(11), 195–214. https://dx.doi.org/10.26803/ijlter.20.11.11
Lin, H. (2013). Perception, difficulties, and strategy preferences of English oral communication for Taiwanese college students. English Teaching and Learning in Taiwan, 38(2), 159-182.
Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge University Press.
Mappiasse, S. S., & Sihes, A. J. B. (2014). Evaluation of english as a foreign language and its curriculum in Indonesia: A review. English Language Teaching, 7(10), 113–122. https://doi.org/10.5539/elt.v7n10p113
Miles, B. M., & Huberman, A. M. (1994). Qualitative data Analysis: An expanded sourcebook (R. Holland (ed.); 2nd ed.). SAGE Publications.
Nhac, H. T. (2021). Effect of teachers’ corrective feedback on learners’ oral accuracy in English speaking lessons. International Journal of Learning, Teaching and Educational Research, 20(10), 313–330. http://dx.doi.org/10.26803/ijlter.20.10.17
Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. IRAL - International Review of Applied Linguistics in Language Teaching, 41(4), 271–278. https://doi.org/10.1515/iral.2003.012
Rahmawati. (2017). Improving English speaking ability using the Team-Games-Tournament technique. English Education Journal, 8(1), 1–13.
Saputra, E. W., & Subekti, N. B. (2017). A study of the speaking learning strategies used by English education departement students. JELLT (Journal of English Language and Language Teaching), 1(1), 1–8. https://doi.org/https://doi.org/10.36597/jellt.v1i1.915
Sayuri, S. (2016). English speaking problems of EFL learners of Mulawarman University. Indonesian Journal of EFL and Linguistics, 1(1), 47–61. https://doi.org/http://dx.doi.org/10.21462/ijefll.v1i1.4
Sha’Ar, M. Y. M. A., & Boonsuk, Y. (2021). What hinders English speaking in Thai EFL learners? Investigating factors that affect the development of their English speaking skills. Mextesol Journal, 45(3), 1–16.
Shen, M., & Chiu, T. (2019). EFL learners’ English speaking difficulties and strategy use. Education and Linguistics Research, 5(2), 88–102. https://doi.org/10.5296/elr.v5i2.15333
Shi, H. (2017). Learning strategies and classification in education. Institute for Learning Styles Journal, 1(1), 24–36.
Suchona, I., & Shorna, S. (2019). Speaking problems in English and solutions: scrutinizing students’ perspective. Shanlax International Journal of English, 8(1), 34-41. https://doi.org/10.34293/english.v8i1.661
Uchihara, T., & Clenton, J. (2020). Investigating the role of vocabulary size in second language speaking ability. Language Teaching Research, 24(4), 540–556. https://dx.doi.org/10.1177/1362168818799371
Uzer, V. Y. (2017). The correlation between vocabulary mastery and English speaking ability of the tenth grade students of Senior High School 12 Palembang. ANGLO-SAXON (Jurnal Ilmiah Prodi Pendidikan Bahasa Inggris), 8(2), 251–258. https://doi.org/10.33373/ANGLO.V8I2.1225
Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/10.12973/EU-JER.9.3.967
Wang, P., & Roopchund, R. (2015). Chinese students’ English-speaking anxiety in asking questions in the MSc TESOL classroom. International Journal of English Language Teaching, 2(2), 1-18. https://dx.doi.org/10.5430/ijelt.v2n2p1
Yudar, R. S., Aditomo, D. T., & Silalahi, N. S. (2020). Movie as a helper for students’ pronunciation in speaking skill class. Elsya : Journal of English Language Studies, 2(1), 15–19. https://doi.org/10.31849/elsya.v2i1.3684
Zainurrahman, Z., & Sangaji, S. (2019). A study on the university students’ speaking difficulties. Langua: Journal of Linguistics, Literature, and Language Education, 2(1), 1–8. https://doi.org/10.5281/zenodo.2588073
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493