Factors Affecting Speaking Performance

  • Desi Surlitasari Dewi Universitas Riau Kepulauan
  • Eka Wilany Universitas Riau Kepulauan
Keywords: speaking performance, factors, affective factors, teaching pedagogy

Abstract

In learning a foreign language, speaking is an essential component as it is used to deliver the meaning to interact and connect with one another. It is also often seen as an indicator of success in learning a foreign language. However, due to its interactive character, speaking in a foreign language has been identified as the most difficult ability for language learners. The study was an integrative literature review that aimed to unfold the factors that might affect speaking performance of foreign language learners. Due to the rapid pace of research, it is difficult to keep up with state-of-the-art research, so a literature review is necessary. The goal of the study is not to cover all articles ever published on the topic, but rather to combine information and ideas from different fields or past studies. In conducting the review, it will use taxonomy or classification in analyzing the reviewed studies. Approximately 20 studies including those published in research articles, book chapters, books, and other types of publications that concern the factors that may affect speaking performance are being reviewed. The finding suggests that five factors are named as determinants of speaking performance. Those are lack of L2 exposure, inhibition, anxiety, learner autonomy, motivation, and teaching pedagogy. Lack of exposure, inhibition, and anxiety were considered as negative factors of speaking performance, meanwhile a higher degree of learner autonomy and motivation as well as appropriate teaching pedagogies could be beneficial to boost FL learners’ speaking performance.

Downloads

Download data is not yet available.

References

Alrasheedi, S. (2020). Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners. Arab World English Journal, 11(4) 66-77. DOI: https://dx.doi.org/10.24093/awej/vol11no4.5

Baker, J., & Westrup, H. (2003). Essential speaking skills. A&C Black.

Bao, Y. Y., & Liu, S. Z. (2021). The Influence of Affective Factors in Second Language Acquisition on Foreign Language Teaching. Open Journal of Social Sciences, 9, 463-470. Https://doi.org/10.4236/jss.2021.93030

Belotto, M. J. (2018). Data Analysis Methods for Qualitative Research: Managing the Challenges of Coding, Interrater Reliability, and Thematic Analysis. The Qualitative Report, 23(11), 2622-2633

Boonmal, N., & Swatevacharkul, R. (2020). The effect of autonomous learning process on learner autonomy of English public speaking students. Indonesian Journal of Applied Linguistics Vol. 10(1), 194-205. Https://doi.org/10.17509/ijal.v10i1.25037

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman

Bygate, M., Norris, J., & Van den Branden, K. (2012). Task‐based language teaching. The encyclopedia of applied linguistics, 1-8.

Chomsky, N. (1965). Aspects of the Theory of Syntax. The MIT Press

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self‐determination in human behaviour. Plenum.

Deci, E. L., & Ryan, R. M. (2002). Overview of self‐determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self‐determination research (pp. 3–33). The University of Rochester Press.

Diep, L.T.N. 2017. Measurement of factors affecting English speaking skills of students at the foreign languages department of van lang university. Research and science today, 1(13)

Dil, Y. (2009). EFL Learners’ communication obstacles. Electronic Journal of Social Sciences, 8(29), 84–100

Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language Learning, 40(1), 45–78. Https://doi.org/10.1111/j.1467-1770.1990.tb00954.

Dörnyei, Z. (2002). Questionnaires in second language research. Lawrance Erlbaum Associates.

Eysenck, M.W., & Calvo, M.G. (1992). Anxiety and Performance: The Processing Efficiency Theory. Cognition and Emotion, 6(6), 409-434, DOI: 10.1080/02699939208409696

Gardner, R. C., & Lambert, W.E. (1972). Attitude and Motivation in Second Language Learning. Newbury House.

Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and Motivation. Edward Arnold Publishers.

Gorsuch, G. J. (2011). Improving speaking fluency for international teaching assistants by increasing input. The Electronic Journal for English as a Second Language, 14(4), 1-16.

Harumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ELT journal, 65(3), 260-269.

Hong, Y. C., & Ganapathy, M. (2017). To Investigate ESL Students' Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study. English Language Teaching, 10(9), 17-35.

Horwitz, E. K., & Horwitz, M. B. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-130

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.

Humaera, I. (2015). Inhibition in speaking performance. Jurnal Langkawi, 1(1)

Humphreys, G., & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT journal, 68(1), 52-63.

Kalantzis, M., Cope, B., & Harvey, A. (2003). Assessing multiliteracies and the new basics. Assessment in Education: Principles, Policy & Practice, 10(1), 15-26.

Kang, S. (2002). Factors to consider: Developing adult EFL students’ speaking abilities in Richards, Jack C., and Renandya, Willy A., Methodology in Language Teaching: An Anthology of Current Practices. Cambridge University Press.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.

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.

Leech, G. (1992). Corpora and Theories of Linguistic Performance. In J. Startvik (Ed.), Directions in Corpus Linguistics (pp. 105-122).

Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24).

Malik, S., Qin, H., Oteir, I., & Soomro, M. A. (2021). Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners. Advances in Language and Literary Studies, 12(1), 34-45.

Méndez López, M. G. (2011). The motivational properties of emotions in foreign language learning. Colombian Applied Linguistics Journal, 13(2), 43-58.

Moeen, A.A., Nejadansari, D., & Dabaghi, A. (2019). The impact of implicit vs explicit grammar teaching through scaffolding on Iranian learners’ speaking achievement; focusing on fluency, accuracy, and complexity. Journal of Applied Research in Higher Education; Bingley, 11(4), 800-813. DOI:10.1108/JARHE-01-2019-0021

Mohammadipour, M. & Rashid, S.M.D. (2015). The Impact of Task-Based Instruction Program on Fostering ESL Learners’ Speaking Ability: A Cognitive Approach. Advances in Language and Literary Studies 6(2)

Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K. S., & Prastikawati, E. F. (2021). Effects of technology enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717-736. Https://doi.org/10.29333/iji.2021.14342a

Nunan, D. (1999). Second Language Teaching and Learning. Heinle Publishers

Nunan, D. 1991. Language Teaching Methodology. A Textbook for Teachers. Prentice-Hall International, Ltd.

Park, H., & Lee, A.R. (2005). L2 Learners’ Anxiety, Self-confidence and Oral Performance. Proceedings of the 10th Conference of Pan-Pacific Association of Applied Linguistics, 107-208. Edinburgh University, August 2005

Qamar, M.B. (2016). The Impact of Learner’s Autonomy on Teaching Oral Skills (Speaking Skills) in an EFL Classroom. Journal of Language Teaching and Research, 7(2), 293-298, DOI: http://dx.doi.org/10.17507/jltr.0702.07

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press

Rivers, W. M. (1968). Teaching foreign-language skills. The University of Chicago Press.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

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), n3.

Spada, N., & Lightbown, P. M. (2008). Form‐focused instruction: Isolated or integrated?. TESOL quarterly, 42(2), 181-207.

Straight, H.S. (1976). Comprehension versus Production in Linguistic Theory. Foundations of Language, 14(4), 525-540 https://www.jstor.org/stable/25170086

Suryani, I., Suarnajaya, I.W., Pratiwi, N.P.A. (2020). Investigating the inhibiting factors in speaking english faced by senior high school students in Singaraja. International Journal of Language Education, 4(1), 48-58 DOI: 10.26858/ijole.v4i2.10054

Tanveer, M. (2007). Investigation of the Factors that Cause Language Anxiety for ESL/EFL Learners in Learning Speaking Skills and The Influence It Casts on Communication in The Target Language. Dissertation, University of Glasgow.

Thornbury, S. (2005). How to teach speaking. Longman

Triwittayayon, T., & Sarobol, N. (2018). Factors Enhancing English Speaking Ability: Perspectives from Thai High School Students and Their Teachers. ThaiTESOL Journal, 31(1), 49-64.

Triwittayayon, T., & Sarobol, N. Factors Enhancing English Speaking Ability: Perspectives from Thai High School Students and Their Teachers. Thaitesol Journal, 31(1)

Tuan, N.H., & Mai, T.N. (2015). Factors Affecting Students’ Speaking Performance at LE Thanh High School. Asian Journal of Educational Research Vol. 3 No.2, 2015

Turk, R. R. (2020). Contributing Factors of Second Language Pronunciation Goals: The Influence of Second Language Testing, Speaking Goals, and Speaking Beliefs of English Language Learners at Intensive English Programs (Doctoral dissertation, The Florida State University).

Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge University Press.

Uztosun, M. S. (2021). Foreign language speaking competence and self‐regulated speaking motivation. Foreign Language Annals, 54(2), 410-428.

Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.

Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.

Yuan, F. & Ellis, R. (2003). “The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production”. Applied Linguistics, 24(1), 1-27.

Zhang, S. (2009). The role of input, interaction, and output in the development of oral fluency. English Language Teaching, 2(4), 91–100

Zhang, X., & Head, K. (2010). Dealing with learner reticence in the speaking class. ELT journal, 64(1), 1-9.

Published
2022-10-05
How to Cite
Dewi, D., & Wilany, E. (2022). Factors Affecting Speaking Performance. Langua: Journal of Linguistics, Literature, and Language Education, 5(2), 112-122. https://doi.org/10.5281/zenodo.7145570