Sectionone: General information

Item one: Learners’ preference

for English
Opti Numb %
on er
Yes 20 100
No 0 0
Total 20 100
%
Table 1: Learners’ preference for English

120

100

80

60
100
40

20

0
0
yes no

Figure 1: Learners’ preference for English

Second year LMD students prefer English and they are proud of it as being their
specialty at the university .the evidence is that 100% of learners answer with ‘yes’ to
the question whether they like English as a foreign language .

Item two: Learners’ attitude towards speaking

Diffic Eas Tot
ult y al
05 15 20
25% 75 100
% %
Table 2: Learners’ attitude towards speaking
80

70

60

50

40
75
30

20
25
10

0
difficult easy

Figure 2: Learners’ attitude towards speaking

The majority of students (75%) see that speaking English is an easy task. they can
express their ideas and opinions and enjoy the language. However; this does not mean
that they are good speakers. Those who find speaking difficult (25%) might represent
the proportion of learners who rarely participate in the classroom.

Section two: speaking proficiency

Item one: Learners’ opinion in their level

Option Numb %
er
Very 0 0
well
Well 17 85
Averag 3 15
e
Weak 0 0
Total 20 100
Table 3: Learners’ opinion in their level
 90

80

70

60

50
85
40

30

20

10
15
0 0
0
very well well average weak

Figure 3: Learners’ opinion in their level

This question was about the learners ‘belief in their level, 85% of them
consider that their level in spoken English is well; about 15% say that their
level is average. No one admits that his/her Oral production is very well or
weak.

Item two: Learners’ estimations of speaking requirements

Opti Numb %
on er
Speaking quickly and fluently like a native speaker (a) 5 25
Speaking correctly using the rules learnt in grammar and phonetics 13 65
(b)
Both( c ) 2 10
Total 20 100
Table 4: Learners’ estimations of speaking requirements
 70

60

50

40
65
30

20
25
10
10
0
(a) (b) (c)

Figure 4: Learners’ estimations of speaking requirement

Results indicate that majority of second year students (65%) believe that
good speaking is related to the practice of rules and correct pronunciation. On
the other hand, 25% of students think that good speaking is more importantly
related to speaking quickly and fluently with no pause. Only 10%agree that both
accuracy and fluency are important in speaking the language.
Item three: Learners’ feelings of fear towards talking

Opti Numb %
on er
Yes 14 70
No 06 30
Total 20 100
%
Table 5: Learners’ feelings of fear
towards talking
80
70
60
50
40
70
30
20
30
10
0
yes no
 Figure 5: Learners’ feelings of fear towards talking We want to know
whether learners feel afraid when they try to speak English in the classroom.
70% of the total respondents agree with the statement, and 30% refuse it.

Item four: Learners’ reasons behind feeling afraid to talk

fear of making fear of teacher's negative lack of
Tot
mistakes feedback (b) confide
al
(a) nce (c)
8 1 5 14
57. 7, 35. 100
14 14 71 %
Table 6: Learners’ reasons behind feeling afraid to talk

60

50

40

30 57.14

20
35.71

10

7.14
0
(a) (b) (c)

Figure 6: Learners’ reasons behind feeling afraid to talk

Results indicates that, the majority of second year students 57.14% feel
afraid to make mistakes when they speak which prove that they care a lot
about grammar rules .the second reason for some students 35.71% is the lack
of self-confidence because they do not participate unless teachers encourage
them. The other 7.4% consider that the teachers’ negative feedback is the
reason which makes them feel afraid to talk. So, it is the teacher’s role to
create friendly and positive atmosphere that pushes them to speak.

Item Five: Learners’ participation in the classroom activities

 Option Numb %
er
Always 3 15
Sometim 12 60
es
Rarely 5 25
Never 0 0 Table 7: Learners’
Total 20 100 participation in the classroom activities
%

70

60

50

40

30 60

20

25
10
15
4.5
0
Always Sometimes Rarely Never

Figure 7: Learners’ participation in the classroom activities

Results show that 60% second year students sometimes participate in the classroom
activities and this is in fact a good thing because one cannot be proficient in English
until he/she practices it several times. The more students participate in the classroom
the more they become skillful in their oral English.25%of learners participate in the
classroom they need to speak more to achieve high level of proficiency, believe in
Their capabilities and practice the language too.15% of students always participate in
the classroom this may be due to their high level of self-esteem. There are students
(4.5) who do not participate in the classroom.
Item six: Learners’ satisfaction with their different activities

Option Number %
Yes 15 75
No 5 25
Total 20 100%

Table 8: Learners’ satisfaction with their different activities

80

70

60

50

40
75
30

20
25
10

0
yes no
Figu
re 08: Learners’ satisfaction with their different activities

Results show that the majority of students (75%) answer ‘yes’. they see these
activities as a motivational tool to communicate with their peers, help them to improve
their knowledge and also exchange their ideas and opinions. Other learners who
respond by “no” (25%) say that they perform some activities but such activities make
them feel incompetent to speak the foreign language well.

Item seven: Learners’ reasons for trying to speak in the classroom

You feel you can learn to speak You are afraid about the
Total
English (a) mark (b)
14 6 20
70 30 100%
Table 9: Learners’ reasons for trying to speak in the classroom

80

70

60

50

40
70
30

20
30
10

0
(a) (b)

Figure 09: Learners’ reasons for trying to speak in the classroom

Results indicates that the vast majority of students (70%) participate in the
classroom because they believe in their own abilities to speak the language they
enjoy the language and they know how much important speaking is even though
they make mistakes but they do not feel embarrassed. However, we should not
ignore the fact that there are learners (30%) who try to speak in the classroom
because they are afraid about the mark. They need to practice the language for
the sake of developing their language level and it is also the role of teachers to
encourage them to speak.
Section three: Affective factors and self-esteem
Item one: Learners’ reasons for non-speaking with English teachers

I find difficulties in I feel shy facing my Tot

speaking (a) teachers (b) al
7 13 20
3 65 100
5 %

Table 10: Learners’ reasons for non-speaking with English teachers

 70

60

50

40

65
30

20
35

10

0
(a) (b)

Figure 10: Learners’ reasons for non-speaking with English teachers

Results show that seven respondents (35%) see that the reason behind their
silence in the classroom is linguistic difficulties in speaking the English
language. However, the others respondents which represent the majority of
them (65%) feel shy to speak to their teachers and this is a does not allow them
to develop their oral proficiency. The low level of self-esteem makes learners
feel week and incapable to speak with their skillful teachers and if they make
any mistake their teachers will consider them as poor English learners. So,
learners should know that it is important to speak with their teachers in order to
benefit from their corrections and feedbacks.

Item two: Keeping silent even in need to speak with classmates

Yes No Total
11 9 20
55 45 100%

Table 11: Keeping silent even in need to speak with classmates

 60

50

40

30
55
45
20

10

0
yes no

Figure 11: Keeping silent even in need to speak with classmates

The question’s aim is to check whether students overcome their fears when
they really need to speak with their classmates or not. Results indicates that
most of students 55% keep silent with their classmates this may be because of
their low self-esteem and negative feelings towards themselves. Learners must
know that the more they practice the language with their classmates the more
their level develops. The results of other learners show that 45% of them speak
the English language with their friends whenever they need that.

Item three: Learners’ courage to persist on given the right answer

Optio Numb %
n er
Yes 16 80
No 4 20
Total 20 100
Table 12: Learners’ courage to persist on given the right answer
 90

80

70

60

50

40 80

30

20

10 20

0
yes no

Figure 12: Learners’ courage to persist on given the right answer

The table above shows a satisfying result because the majority of students
(80%) say that if their answers are wrong they keep trying to get the right ones.
This means that students persist because they have a high self-esteem. Some
students (20%) say if their answer is wrong in such activity they will not try at
all in the same activity which can be a destroying factor to their oral production
development.

Item four: Teachers’ motivation to learners’ speaking

Option Numbe %
r
Yes 18 90
No 2 10
Total 20 100%

Table 13: Teachers’ motivation to learners’ speaking

 100
90
80
70
60
50
90
40
30
20
10
10
0
yes no

Figure 13: Teachers’ motivation to learners’ speaking

The majority second year learners (90%) agree that their teachers are
motivators who keep on encouraging them to speak the English language and
also they help them recognize that the speaking skill is one of the most
important skills that one should master to develop his foreign language.
Learners show that their teachers are really helpful and supporting them usually.
This motivation and help from the teachers can play a practical role in raising
learners’ feeling of self-esteem to speak the English language with confidence.
Just a small number of learners (10%) say that their teachers do not motivate
them at all.

Item five: Learners’ feelings of themselves and their abilities while speaking

Option Numbe %
r
Always 10 50
Sometim 8 40
es
Rarely 2 10
Never 0 0
Total 20 100%

Table 14: Learners’ feelings of themselves and their abilities while speaking
 60

50

40

30
50
20 40

10
10
0
0
Always Sometimes Rarely Never

Figure 17: Learners’ feelings of themselves and their abilities while speaking

The table shows that 50% of first year learners are always feeling proud of
themselves and their abilities whenever they speak English. This means that their self-
confidence pushes them to speak the foreign language. If learners feel proud and enjoy
when they speak, their self-esteem will become higher which will help them to
improve their speaking performance. 40% of learners say that they sometimes feel
proud of themselves. This might refer to the learners’ feelings towards such activities.
They might be uninterested in the topics themselves. Therefore, if the topic is not
attractive to them, they speak but they feel that they are not able to do the best like
other topics. Just a small number of the learners (10%) say that they rarely feel proud
of themselves and their abilities when they speak English and this might refer to their
low self-esteem or their level.

Item six: Learners’ satisfaction with the oral expression module

Option Numb %
er
Always 8 40
Sometim 8 40
es
Never 4 20
Total 20 100
%

Table 15: Learners’ satisfaction with the oral expression module

 45

40

35

30

25

20 40 40

15

10 20

0
Always Sometimes Never

Figure 15: Learners’ satisfaction with the oral expression module

It is important to know about the satisfaction of learners because it plays a vital

role on developing learners’ self-esteem and motivation .When learners are satisfied,
their self-esteem usually remains high and they will be motivated to speak the
English language. In contrast, if they are dissatisfied, they will be less motivated and
their self-esteem will be low. 40% of the learners say that they are always satisfied
with the way they have been taught oral expression. Other 40% of learners say that
they are sometimes feeling satisfied according to the kind of activities and the
teacher’s way of interaction. The rest of the learners (20%) consider that they never
feel satisfied because they do not actually find their teacher’s courses helpful.

Discussion of the results

The different answers provided provided by learners in the questionnaire clarify and
reveal some aspects of learners and their speaking performance.

Self-esteem, motivation and self-confidence are three factors that have indeed
a great influence on the speaking proficiency. In other words. English foreign
language learners need to develop positive feelings towards themselves and
their own abilities which in turn will affect positively on their oral proficiency.
Learners’ answers were really helpful and they support our research
hypothesis that the more English foreign language learners trust their abilities
the more they become skillful in language oral production, and also shed light
on the importance of self-esteem in enhancing language speaking. When
considering, again the learners’ answers we can say that all learners’ attitudes
agree towards the significance of the self-esteem and being confident in them
in enhancing their oral performance. There were only some learners who do
not care about improving their academic speaking skill. We found that
answers in tables (3, 7, 8, and 9) in section two and in tables (12, 13, 14, and
15) in section three all indicate the association between the two variables i.e.
self-esteem and the speaking skill.

As a result, we can understand that our hypothesis, concerning the

positive relationships between self-esteem and affective speaking
performance, is in the right way.

It is important to emphasize on the role of affective factors on learners’ oral

achievements. We can say that the results of learners’ questionnaire showed that
self- esteem is an important factor in the learning process which helps learners in
their oral productions. Furthermore, learners’ belief in their abilities and trust in
them have a positive powerful influence on their level of speaking proficiency inside
the classroom. So, the more learners of English trust their own abilities and
capacities, the more they will be motivated and confident about their speaking skill.