INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 3(2), agosto 2022-enero 2023, pp. 8-18
DOI: https://doi.org/10.29166/kronos.v3i2.3829
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
© 2022 Universidad Central del Ecuador
Vinicio Bermello García | Universidad Técnica de Manabí (Ecuador)
Mónica Vaca-Cárdenas | Universidad Técnica de Manabí (Ecuador)
abstract English has become the universal communication language of business, tourism, education, technology, and
science. Developing students' oral skills in the classroom has become a great challenge for English teachers since there
are limitations to producing the target language. Therefore, the main purpose of this study was to identify the factors
that prevent the English oral production of students of rst and second year of bachillerato. This research used a quan-
titative approach where a survey and an observation guide for students and teachers were applied to collect the data in-
formation. The population of this study was 34 students and a teacher. The main results showed that learners cannot
produce speaking skills because they are afraid of making mistakes in their oral presentations and they consider that
English is dicult to pronounce. Additionally, the negative aective factors such as anxiety, pressure, nervousness, and
apprehension inuenced directly in their oral performance. These hindrances that learners face daily in the classroom
can be diminished through constant motivation and condence. Hence, it is advisable the frequent use of interesting
and dynamic activities that promote communication in real situations and in that way to accomplish the academic goal
which is to enhance students’ oral prociency.
key words English language, oral production, limitations, factors, motivation.
fecha de recepción 11/05/2022 fecha de aprobación 24/07/2022
Factores que impiden la producción oral en inglés de
los estudiantes de primer y segundo año de bachillerato
resumen El inglés se ha convertido en el idioma de comunicación universal de los negocios, el turismo, la educación, la
tecnología y la ciencia. Desarrollar las habilidades orales de los estudiantes en el aula se ha convertido en un gran desa-
fío para los profesores de inglés, ya que existen limitaciones para producir el idioma de destino. Por lo tanto, el propó-
sito principal de este estudio fue identicar los factores que impiden la producción oral en inglés de los estudiantes de
primero y segundo año de bachillerato. Esta investigación utilizó un enfoque cuantitativo, donde se aplicó una encuesta
y una guía de observación para estudiantes y docentes, con el n de recolectar la información de los datos. La población
de este estudio fue de 34 estudiantes y un docente. Los principales resultados mostraron que los estudiantes no desa-
rrollan habilidades para hablar porque tienen miedo de cometer errores en sus presentaciones orales y consideran que
el inglés es difícil de pronunciar. Además, los factores afectivos negativos como la ansiedad, la presión, el nerviosismo y
la aprensión inuyeron directamente en su desempeño oral. Estos obstáculos a los que se enfrentan los alumnos a dia-
rio en el aula pueden reducirse mediante la motivación y la conanza constantes. Por lo tanto, es recomendable el uso
frecuente de actividades interesantes y dinámicas que promuevan la comunicación en situaciones reales a n de lograr
el objetivo académico que es mejorar la competencia oral de los estudiantes.
palabras clave Lengua inglesa, producción oral, limitaciones, factores, motivación.
Factors that prevent the English oral production
of students of rst and second year of bachillerato
REVISTA KRONOS
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INTRODUCTION
A language is a system and a channel that we use daily to express ideas, feelings, thoughts,
and opinions (Peutra, 2020). So, we live in a globalized world, where speaking a foreign
language especially English is considered an essential part of a personal and professional
life. As Ahmad (2016) stated that English has become the global communication langua-
ge of travel, business, education, technology, and science. Dincer & Dariyemez (2020)
expressed that even though English is the vehicle of communication worldwide; there is a
limited number of people able to communicate in this language who are considered com-
petent speakers. In the case of education, the classroom is the perfect platform and place
to learn and develop communication skills, especially speaking ability (Rao, 2019).
According to Akhter et al. (2020) speaking is quite important because it is the means
of communicating eectively with many people across the globe. Thus, without this ability,
real interaction seems to be limited to get prociency because of lack of practice. Leong
et al. (2017) emphasize that speaking is an essential tool to keep in touch with mankind
and provide oral messages in an easy and accurate way. As a consequence, in the academic
setting speaking skill is less practiced than the other ones. This skill has been omitted and
overlooked in the classrooms by many educators due to the use of traditional methods
of teaching grammar and vocabulary rather than oral production (Bhattacharjee, 2018).
For that reason, it was necessary to take into account the factors that prevent the
English oral production of students of the rst and second year of bachillerato which are
the key focus of this study. Most of the
efl learners in high school cannot produce the
language in oral tasks since the ability of speaking is a challenge for both teachers and
learners. Menendez (2017) indicates that speaking is a demanding skill for non-native
speakers because they are not exposed to and immersed in the target language. Students
have a few opportunities to enhance and practice their oral communication in real con-
texts since English is not spoken where they live.
According to Mazouzi (2013),
efl students struggle with many problems expres-
sing their ideas and feelings without using adequate and accurate arguments because of
psychological factors. These factors are anxiety, frustration, lack of motivation, and con-
dence (Richards, 2007). Salcedo (2021) showed that some linguistic components of
the language such as vocabulary, utterance, and syntax also limit English oral production
in students. It happens because they have to reorganize their ideas in Spanish to transfer
them into English, which takes time and eort.
Leong & Ahmadi (2017) armed that learners feel inhibited to speak because they
cannot remember anything, accompanied by the fear of making mistakes, mockeries, and
being criticized by their partners. Likewise, Han & Yusof (2019) declared that contexts,
preparation of the class, and individual strengths and weaknesses of learners also inuen-
ce in their oral interaction. Furthermore, Murad & Jalambo (2019) revealed that the lack
of prociency in the language, the attitude and the role of the teacher, and the resources
used in class have repercussions on oral competency. Moreover, Escudero et al. (2020)
referred that there are some external and internal diculties that hamper the students’
production of the L2. For instance, one of them is an extreme use of the mother tongue
(Spanish) during the academic setting which diminishes tremendously the chances of stu-
dents to enhance their speaking abilities and develop other ones.
Like many learners in other nations, Ecuadorian students face serious problems in
producing oral English at school. Oral production is hard for students because this process
requires the capacity to use language appropriately and coherently in social communications
(Nurtri, 2021). According to Shak et al. (2016), the problems that learners face in classes
to produce the English language are the following: fear of speaking, nervousness, diculty
to pronounce, fear of making mistakes, and many more. Committing mistakes is such as
shaming situations for students that aect their condence when presenting an oral task.
Factors that prevent the English oral production of students of rst and second year of bachillerato
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THEORETICAL FRAMEWORK
IMPORTANCE OF SPEAKING SKILLS
Dilnoza (2021) mentions that in the learning process of the English language the main
ambition of students is to master the four English skills, especially speaking. This produc-
tive ability is considered complex and demanding but vital in this new era. According to
Qureshi (2007), speaking has huge importance in our daily lives that serves to communi-
cate with others in dierent situations. This process implicates being a good speaker and a
good listener to gain the audience’s attention by providing clear messages. Speaking skills
are seen as a necessity, as the most elementary way of communication between humans
and the most challenging skills Ounis (2017). Rao (2019) highlighted that speaking is
the vehicle for having international relationships that bring success in any sector. He also
claimed that communication skills should be developed more within the classrooms to
enhance learners’ communicative competence and achieve their oral goals.
ENGLISH ORAL PRODUCTION
The oral production of the English language is quite pivotal which must be practiced cons-
tantly in
efl classrooms. Peña & Onatra (2009) emphasize that students need to develop
abilities and techniques through dierent oral activities in order to promote meaningful
social interaction, condence, and a cooperative learning environment. To carry out all this,
the role of the teacher is essential. Benalcázar & Ortega (2019) considered that one of the
challenges for educators is to give students the adequate situations and environments to put
into practice their oral competency. In fact, when learners try to speak the language, they
struggle with many diculties and hindrances. For instance, the variation and pronunciation
of some words, the complexity of grammar structure, sound patterns, and anxiety (Pérez,
2010). As well as Arnold (2016) claims that the ability that causes more anxiety is speaking.
FACTORS THAT IMPEDE THE ENGLISH ORAL PRODUCTION
AFFECTIVE FACTORS OR PSYCHOLOGICAL FACTORS
In her research Morales Cruz (2022) highlights those aective factors such as anxiety,
low self-esteem, lack of condence and motivation have great repercussions on students’
English oral production. When students have to present any oral task, the nervousness
takes over them which prevents them to speak. Those factors mentioned previously do not
allow students to be successful in their oral communicative skills because of the afraid to
make errors (Manurung, 2020). In fact, Jiménez (2015) declared that the fear of making
mistakes aect directly the oral production of
efl learners.
LEARNING ENVIRONMENT
The learning environment plays an important role in speaking production. According to
Jiménez (2015), grammatical rules and corrections and lack of vocabulary aect commu-
nication within the
efl classroom. This occurs because teachers focus more on linguistic
competence rather than on fostering and developing natural interaction in real contexts.
Moreover, the teacher´s role and the techniques and strategies he uses are quite signicant
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as indicated by Ramírez (1995). As a result, students do not have the chance to enhance
their speaking inside and outside the classroom.
MOTHER TONGUE INTERFERENCE
One of the biggest drawbacks for efl students is the interference of L1 in the oral pro-
duction of L2. The excessive use of the mother tongue (Spanish) and the translation of
words into the target language hinder students to communicate appropriately. According
to Adwani & Shrivastava (2017) stated that students make positive and negative trans-
fers at the moment of speaking and that is why they fail in the oral production of L2. On
the other hand, Subandowo (2017) asserts that the mother tongue brings advantages and
disadvantages. This can be proved when learners are working in groups, they tend to use
Spanish rather than English which limits the practice and interaction of the target langua-
ge. Similarly, Manrique (2013) explains that when students are speaking English, they
strive some trouble putting together coherently their ideas which create a void in picking
up knowledge and producing verbally.
METHODOLOGY
The research has a quantitative approach because this method allows to collect numerical
information and statistics. According to Sukamolson (2007), quantitative research invol-
ves numbers that represent and explain a phenomenon numerically. For data collection,
two techniques were applied, a questionnaire for students and an observation for students
and the teacher. They were carried out in a real class environment so that data was relia-
ble and accurate. Moreover, it was also necessary to use other kinds of research such as
bibliographic, descriptive, and explanatory to support and validate this paper.
POPULATION
This research was conducted in Santa Magdalena High school, a Fiscomisional institution
located in San Plácido, Manabí province (Ecuador). The population in this study was one
teacher and 34 students of rst and second year of bachillerato whose ages range from 15
to 16 years old. It was not necessary to apply the sample selection formula because the
population is small. So, this study was applied to the total population. On the other hand, in
this school, there are only two English teachers one for elementary and one for secondary.
TECHNIQUES AND INSTRUMENTS
To gather data, it was necessary the application of two techniques: a survey and an
observation for the students and the teacher. The instrument for the survey was a
questionnaire, and the instrument for the observation was an observation guide. These
techniques and instruments were carefully designed. The survey contained 11 questions
with multiple options which include sections like aective factors, motivation, and exter-
nal and internal diculties. On the other hand, the observation form contained some
criteria related to the factors that hamper oral production, the role of the teacher, and
the participation of learners in speaking tasks.
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PROCEDURE
To implement the data collection techniques the researcher needed to request permission
from authorities, class teacher, and student’s parents. At the same time, the participants
were explained the objective of the research, and the characteristic of condentiality, infor-
ming them the data collected is anonymous. The students answered to a questionnaire
composed of 11 items. Finally, the teacher was observed during three consecutive classes.
RESULTS
Having analyzed the data generated from the surveys and observations guide, the following
are the results.
IMPORTANCE OF DEVELOPING SPEAKING SKILLS.
According to the student’s responses, 67,65% considered that developing speaking skills
are very important, 26,47% of them considered it important, and 5,88% estimated that
English is moderately important.
PARTICIPATION IN SPEAKING ACTIVITIES
The results showed that 61,76% of the learners sometimes like to participate in speaking
activities. 23,53% of pupils very often participate in speaking tasks. In contrast, 8,82% of.
LIMITATIONS OF THE ORAL PRODUCTION
44,12% of the students indicated that what limits their oral production is fear of making mis-
takes; while, 29,41% of the learners said that what limits their oral production is the diculty to
pronounce English. Additionally, 14,71% of learners are afraid of mockery, and with the same
percentage 5,88% state that the lack of motivation and anxiety limit their oral production. Finally,
2,94% of the students pointed out that what impedes their speaking is the lack of vocabulary.
REASONS WHY LEARNERS DO NOT PARTICIPATE IN SPEAKING ACTIVITIES
The results reported that 44,12% of students do not like to participate in oral activities
because they do not have a good pronunciation of the English language. 29,41% of learners
indicated that they are afraid of making mistakes. Besides, 14,71% of the students indica-
ted they have panic to speak in class, and nally 11,76% of them pointed out that they are
afraid of the teacher, that is why they do not like to participate in oral tasks.
ACTIVITIES TO PROMOTE ORAL PRODUCTION
73,53% of learners indicated that the activities that the teacher uses to promote oral
production is through questions, 14,71% of them claimed that the teacher gives some
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instructions to have oral presentations. Finally, 11,76% of the students said that the tea-
cher does role-play to foster speaking ability.
RESOURCES AND MATERIALS USED BY THE TEACHER
55,88% of the learners indicated that the resources that the teacher uses in the class is
music,44,12% of them said that the educator use videos. While, 8,82% of learners pointed
out that the teacher uses pictures, and 2,94% of students arm that the teacher uses as-
hcards to carry out speaking activities.
TEACHER ENCOURAGEMENT
The results showed that 82,35% of the students are always encouraged by the teacher to
speak in English; and, 17,65% indicated that the teacher usually stimulates learners to interact.
WAYS TO MOTIVATE STUDENTS
44,12% of learners indicated that the teacher motivates them by congratulating them.
29,41% said that the teacher gives them extra points to motivate them. Additionally, 14,71%
of students said that the teacher gives rewards for their performance. Finally, 11,76% of
students stated that the teacher exonerates them from doing some work.
STUDENTS’ PERCEPTION AND UNDERSTANDING
61,71% of learners indicated that they sometimes feel frustrated and bored when the tea-
cher is speaking. Besides, 23,53% of students expressed that they never understand what
the teacher says. 8,82% of learners stated that they usually grasp the teacher´s instructions
and 5,88% of students reported that they always comprehend what the teacher speaks.
STUDENT’S AFFECTIVE FACTORS
73,53% of students indicated that they feel nervous when they have an oral presentation. An
additional 11,76% of learners pointed out they feel frustrated when they have to present a spea-
king activity. Besides, 5,88% of the learners indicated that they feel excited and nally with the
same percentage, 2,94% of learners feel condent, happy, and eager to participate in oral tasks.
EXTRA ACTIVITIES TO ENHANCE SPEAKING
44,12% of students expressed that to improve their speaking abilities they listen to music
in English. 29,41% of them indicated that they watch movies in English. Besides, 14,71%
of learners declared that they speak in English with their partners and other people. 8,82%
of them expressed that they send audios in English and 2,94% said that they read books
to boost their English oral production.
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ANALYSIS OF THE OBSERVATION GUIDE FOR STUDENTS
The results of the observation showed that most of the students paid attention to the
teacher´s instructions at the beginning of the lesson. However, only some of them could
accomplish the teacher´s instructions and commands. Unfortunately, only a few learners
promoted communication in English. Those students that participated constantly were
rewarded, which allowed some of the students to feel motivated to speak. Some of them
also felt happy and enthusiastic in oral tasks. Although students’ participation was mini-
mal, most of them were corrected by the educator while they were having a conversation
in L2. Fort that reason, most of the learners felt anxious and nervous in oral production.
As a result, all of the students appealed to their mother tongue (Spanish) in order to give
an answer because they did not remember the words in English. Finally, learners recogni-
zed that all of them needed eective feedback for eective speaking and they accepted the
suggestions and recommendations for better performance.
ANALYSIS OF THE OBSERVATION GUIDE FOR THE TEACHER
The results of the observation showed that the teacher tried to catch the student’s atten-
tion at the beginning of the lesson. He also gave clear instructions, and commands and
provided learners a lot of opportunities to practice speaking skills. To accomplish this
goal, the teacher used comprehensible input and suitable hands-on materials. In fact,
the teacher promoted communication in the L2 among students and motivated them to
interact in the target language. Moreover, students’ performance and participation were
rewarded. As the role of the teacher was quite vital in front of the class, he felt happy
and enthusiastic to promote oral tasks.
On the contrary, one of the disadvantages was that the educator often corrected stu-
dents’ mistakes while they were having a conversation. This could be a reason why students
were afraid of speaking. However, during the observation the teacher tried to diminish
anxiety, pressure, and nervousness through dierent activities such as group work. Since
learners interacted in Spanish rather than English in the activity mentioned before, the
teacher asked them to use English as much as they could. If they did not have the answers
in the L2, students may use their mother tongue. At the end, the teacher provided eecti-
ve feedback related to oral competency.
DISCUSSION
In this research, it was found that 7 out of 10 students considered very important to deve-
lop the speaking skill. Similarly, Clement & Murugavel (2018) highlighted the importance
of boosting communication competence for many job opportunities. They stressed that
if people cannot speak this language appropriately it will aect the interaction, the same
situation occurs in the classroom.
Besides, 6 out of 10 students like to act in speaking class. The rest of the stu-
dents were reluctant to participate in class mainly because of shyness, they did not the
answers and they were afraid of making mistakes. Likewise, Leong, & Ahmadi (2017)
in their study reported the same diculties from learners. Moreover, students face other
linguistic aspects such as grammar, syntax and vocabulary. Murad & Jalambo (2019),
agree that one of the reasons learners remain silent and reluctant in spoken tasks is
due to low vocabulary, incomprehensibility, and the usage of special expressions which
are dicult to learn by heart.
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There are some useful activities to be applied in the classroom, 7 out of 10 pupils pointed
out that to foster speaking production the teacher used some techniques such as questions,
presentations, and role-plays. This gave the chance for learners to use the target language as
much as they could. It was also evidenced that the resources and materials used by the tea-
cher as comprehensible input played a crucial role in the class.6 out of 10 students indicated
that the teacher used music and videos to promote interaction among partners. According to
Khoirunisya & Masithoh (2018), the use of digital media like videos gives some advantages
to the teacher to enhance students’ speaking skills. A considerable majority 8 out of 10 stu-
dents indicated that the teachers motivated them to interact and participate in any oral lesson.
Concerning the ways to motivate students to increase their English competency, 4 out
of 10 students mentioned that they were congratulated by the teacher, he gave learners
extra points and exonerated them from doing some work. 6 out of 10 learners indicated
that they sometimes understood the teacher´s instructions, and 2 out of ten never grasped
what the teacher said which diminished the possibility to produce the target language and
brought students frustration and apprehension to speak.
Many researchers have discovered that the factors that most aect the students’
speaking ability are aective factors such as anxiety, lack of motivation and condence,
and low self-esteem. Based on the results 7 out of 10 of them feel nervous and frustra-
ted when they have an oral presentation. Nurtri & Rahmawati (2021) found similar
results where students face internal problems such as shyness, nervousness, and pressure
in front of the class, creating some drawbacks in the communication process. Finally, to
improve their oral skills as extra activities, 4 out of 10 students did activities like lis-
tening to music in English, watching movies, and speaking in the target language with
some friends and other people.
It was observed that learners felt anxious and nervous during speaking activities and
unfortunately, all of the students spoke in Spanish, in order to give an answer. Nevertheless,
a few learners tried to communicate in English. This minimal participation could motiva-
te the other students to speak in English too. On the other side, it was observed that the
teacher tried to reduce those negative aective factors to speak, through motivation and
by using hands-on materials to promote speaking in English as much as possible.
CONCLUSIONS AND RECOMMENDATIONS
Based on the results of the study, it can be concluded that the main factors that prevent
students´ English oral production in the class are: the fear of making mistakes, the di-
culty of pronouncing English, and the nervousness/anxiety. During the English classes,
most of the students did not participate in speaking activities because they were afraid of
making mistakes, they felt reluctant to speak. Additionally, the lack of vocabulary, poorly
structured sentences, accents, and embarrassment created a mental block that prevented
them from speaking in the target language eectively and appropriately.
Since English is not the student´s mother tongue, they found quite dicult to speak
in the foreign language, due to this language encompasses tedious linguistic competencies,
especially the pronunciation which is very demanding. The main reason why students did
not participate in speaking activities was that they do not have good pronunciation at it.
When students had to present any kind of speaking activities, they felt under pres-
sure, this pressure took over them creating inhibition, tenseness, and nervousness. All of
this directly inuenced the participation of the students’ oral tasks. Even though the tea-
cher urged them to speak and tried to diminish eective negative factors such as anxiety
and timidness, learners do not want to participate. These barriers make the interaction less
eective and prevented students from developing their oral skills competence.
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RECOMMENDATIONS
In order to enhance oral production, it is recommended to provide many opportunities for
students to speak in English without taking into consideration grammar errors and syntax,
giving them condence and security to speak. The English pronunciation is a challenge for
efl students, it is suggested that the teacher provides phonology classes also. Little by litt-
le the students will get used to the correct pronunciation. Furthermore, in order to reduce
negative aective factors of the students in oral tasks, educators should motivate learners to
practice their oral skills daily; and the classroom is the perfect place for meaningful learning.
Future research should be done on strategies and techniques to practice the speaking
skill with students in the classroom.
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