Hom Bahadur Ale's Thesis Report

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CHAPTER ONE
INTRODUCTION
This study is concerned with “Secondary Level Students’ Perception about Performance in
Spoken English and Challenges They Encounter in Speaking English”. Perception towards
performance in Spoken English and problems faced by students while speaking English will be
attempted to discover through this study. In this introductory chapter, general background,
statement of the problem, objectives of the study, research questions, significance of the study,
delimitations of the study, and operational definition of the key terms are included.
1.1.General Background
Speaking is the active use of language to express meaning, and for young learners, the spoken
language is the medium through which a new language is encountered, understood, practiced, and
taught (Al-Hosni, 2014). English is a global lingua franca, which is widely being used by almost
all of the countries. English in Nepal is being taught and learnt from grade nursery to tracery
level. The English language is highly significant due to its presence in education, science and
technology, art and culture, sports and media, diplomacy and foreign affairs, and trade and
tourism. Because of its popularity, the students should be aware about using the English
language. But, they cannot be able to use English until they do not practice it in day-to-day
communication.
Listening, speaking, reading, and writing are the four skills of a language that one should master
to be a competent language user. Among these all skills, speaking is regarded as one of the
prominent skills. Ur (1996:20) highlighted the significance of speaking stating that 'speaking is
considered as the most important language skill'. In other words, the proficiency of English is
determined only through speaking ability or oral communication. Thus, speaking is an
appropriate and contextual language use for communicative purpose.
Low academic performance has been a common problem encountered by pupils with low
proficiency in English as literature has reported through various studies that have been carried out
in different levels of school and university education in several nations around the world (Kotut,
2016:1). Secondary level student's perception concerning the performance in spoken English and
problems they have been facing has not been diagnosed yet. Some previous research carried out
in the field of English, particularly speaking skill; reveal that a student's performance level of
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speaking English seems comparatively poor. They were found to be better in reading and writing
in comparison to speaking English. Though speaking is given greater importance in our
curriculum, it is still not in practice in many English classes in Nepal. Students encounter several
obstacles while speaking English. Thus, this study centers around secondary level student's
perception towards spoken English and aims at exploring affecting factors in their spoken
performance and recommending practical implications for enhancing student's English speaking
ability.
1.2.Statement of the Problem
The aim of teaching any language is to develop communicative competence to the students which
includes 4 different skills of language viz. listening, speaking, reading and writing (LSRW).
Language Education in Nepal aims to develop language like LSRW for lively participation in day
to day social problems. Particularly, English language teaching (ELT) to secondary level students
in Nepal aims to communicate clearly and effectively in a range of situations using verbal and
non-verbal communication strategies of the English language. However, it is accepted that
speaking which is one of the prime skills of English language, is not appropriately high-lightened
i.e. English speaking is very less practically exercised in the classrooms. As a consequence, it
ultimately affects students' performance in spoken English.
The secondary level students’ perceptions on spoken English performance have not been
researched so far. The failure of redefining the classroom as a place for dynamic and meaningful
interaction where students from diverse socio-cultural and linguistic backgrounds participate in
language related tasks utilizing all the variable linguistic and non-linguistic resources is the
significant reason for the English language curriculum, administrators and ELT professionals
being criticized. These related variables, the remaining factors involved in students’ English
speaking performance can be explored only through extensive research.
English as medium of instruction, speaking activities in the ELT classrooms, students’

participation in English language learning and English language speaking skill development and
so on are the areas of the study of previous researchers. There are very limited researches done
regarding perception of students on English speaking performance, challenges and factors
involving for students' weak English speaking performance in the context of Nepal. Among them,
no one focuses on the spoken performance of secondary school level students, especially those
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who are from rural parts of Nepal. Therefore, this study explored the students’ perceptions on
spoken English performance and factors causing their low English speaking performance.
1.3.Objectives of the Study
The present study had the following objectives:
 To discover the perception of university undergraduates about English Education.

 To explore the challenges came up against secondary level students while speaking English.
 To suggest some pedagogical, policy and future research related implications.
1.4.Research Questions
This study was carried out to explore the answer the following questions:
 What is the perception of secondary level students towards performance in spoken English?
 What are the reasons behind students' lower English speaking performance?
 What difficulties do the secondary level students of both compulsory and major English come
up against while speaking English?
1.5.Significance of the Study
The secondary level students in Nepal have to study English mandatorily and electively as well.
The students are aimed at developing various skills of the English language. Students’
performance on these skills plays a very significant role in developing their linguistic
competence. This research has explored the secondary level students' perception towards English
speaking performance. So, no doubt this study is meaningful and helpful to students in
discovering causes of low performance in spoken English and ELT professionals both in
delivering texts and designing as well as implementing designed EL courses for secondary level
students.
1.6.Delimitation of the Study

 This study was delimited to Kathmandu district only.
 This study had incorporated two secondary schools; one private and one community-based
secondary schools.
 This study was limited to secondary level. (Class 11 and 12).
 This study had focused only on the perception of secondary level students towards their
performance at spoken English and reasons behind students' lower English speaking
performance.
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1.7.Definition of Key Terms

 Communicative Competence: The ability and performance of students to communicate in
English accurately, fluently and appropriately. It contains four components viz, linguistic
competence, pragmatic competence, discourse competence and strategic competence.
 Existing Situation: The current status of secondary level students' English speaking ability.
 Speaking performance: The use of English language communicatively or orally inside and
outside the classroom by secondary level students.
 Strategies: The particular techniques and activities used by secondary level English language
learners for developing communicative skills.
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CHAPTER TWO
REVIEW OF THE RELATED LITERATURE, THEORETICAL AND
CONCEPTUAL FRAMEWORK
2.1. Defining Perception
Bem (1972) defines perception as the organization, identification, and interpretation of sensory
information in order to represent and understand the environment. Perception is a process which
involves the recognition and interpretation of stimuli which register on our senses (Rooks and
Wilson, 2000). Warren and Wertheim (2014) writes that perception is not the passive receipt of
these signals but is shaped by learning, memory, expectation, and attention. Perception involves
signals in the nervous system, which in turn result from physical or chemical stimulation of the
sense organs (Bem, 1972).
2.2.Defining Speaking
Speaking is an interactive communicative procedure that involves speakers and listeners.

Learning to adopt speakers' talk to the listeners; using different ways of expressing themselves,
using talk to clarify their ideas and sustain their talk to develop thinking process and reasoning
ability are the processes of an ideal communication (Hui; 2011).
Speaking is a way to communicate by expressing one's ideas and thoughts orally or an oral form
of communication is speaking. Speaking is speech or utterances with the purpose of being
recognized by speaker and the receiver (Rickheit and Strohner; 2008: 207). Brown and Yule
(1994:14) state that speaking depends on the complexity of the information to be communicated.
Successful delivery of the intended meaning and conveying the meaning and communicating to
the next party is speaking. Speaking is a productive or oral/aural skill of language which consists
of producing systematic verbal utterances to express meaning. Speaking is a very complex
process including various speaking skills like vocabularies, pronunciation, grammar, and ability
to structure talk or even non-verbal abilities (Pawlak et al, 2011: 149). It means speaking is the
articulation of sounds in a comprehensible manner using adequate vocabularies in a proper
grammatical pattern.
From the above mentioned definitions, speaking can be concluded as an interactive

communicative procedure and a productive oral/aural skill of a language. Speaking is the ability
to develop words into phrases and sentences to express or to deliver ideas, thoughts and feelings.
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Every language comprises various elements such as grammar, vocabulary, pronunciation and so
on. Thus, speaking is productive and practical; one needs to practice to speak for a successful
communication.
2.3.Types and Components of Speaking
Speaking is the ability to talk spontaneously at any time and in any situation, which involves
fluency, accuracy and coherence etc. in oral production and interaction.
2.3.1. Types of Speaking
Brown (2004) listed the following types of speaking in the following taxonomy:
A. Imitative: At one end of a continuum of types of speaking performance is the ability to

simply parrot back (imitate) a word or a phrase or possibly a sentence. While this is
purely phonetic level of oral production, a number of prosodic, lexical, and grammatical
properties of language may be included in the criterion performance.
B. Intensive: The production of short stretches of oral language designed to demonstrate
competence in a narrow bond of grammatical, phrasal, lexical, or phonological
relationships.
C. Responsive: Responsive include interaction and test comprehension but at a somewhat
limited level of very short conversation, standard greetings and small; talk, simple
requests and comments. This is a kind of short reply to teacher or student initiated
questions or comments, giving instructions and directions. Those replies are usually
sufficient and meaningful.
D. Interactive: The difference between responsive and interactive speaking is in the length
and complexity of the interaction which sometimes includes multiple exchanges and/or
multiple participants. Interaction can take the two forms of transactional language which
has the purpose of exchanging specific information or interpersonal exchanges which
have the purpose of maintaining social relationships.
E. Extensive (Monologue): Extensive oral production tasks include speech oral
representations and storytelling during which the opportunity for oral interaction from
listener is either highly limited (perhaps to non-verbal responses) or ruled out together.
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2.3.2. Components of Speaking
Vanderkenent (1990), states that the basic components of speaking are the speaker, the listeners
and the utterances. Similarly, there are five components of speaking viz; vocabulary,
pronunciation, grammar, fluency, and comprehension (Harris: 1979).
a. Vocabulary: Vocabulary can be defined, roughly, as the words in the language. It deals
with lexical items, spoken form and its usual meaning. The most important things about
vocabulary are what a word sounds like (pronunciation) and what it looks like (its
spelling). Likewise, meaning, grammar, collocation, contraction and appropriateness are
also important factors related to vocabulary.
b. Pronunciation: Ur (1996, 128) states that the term 'pronunciation' includes not only the
sounds of the language, but also the rhythm, intonation and stress patterns. Pronunciation
is clearly uttered while speaking, which consists of phonological procedures that refer to
the elements of grammar formed up of the elements and principles that determine how
sounds vary and pattern in a language.
c. Grammar: Ur (1996, 76) defines grammar as the way how the words are put together to
make correct meaning. Grammatical forms nearly always carry meaning; the meaning of a
particular message in a communicative situation is created by an appropriate combination
of vocabulary and grammar.
d. Fluency: Fluency can be defined as the ease and speed of the flow with which sounds,
syllables, words and phrases are joined together when speaking (Harris, 1979). Simply,
fluency in speaking refers to uttering language spontaneously, appropriately and
accurately in a communicative situation.
e. Comprehension: It refers to not only knowing how to produce language well but also
understanding when, what and why to produce the language.
2.4.Teaching and Learning Speaking Activities
Classroom activity is one of the most important components of a language course which develops
students' ability to express them through speech. Ur (1996: 120-126) presents the following
speaking activities.
a. Topic and task

b. Dialogues
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c. Describing pictures
d. Picture differences
e. Things in common
f. Role-play
g. Presentation
Similarly, there are a number of widely-used categories of speaking activity. Harmer (2007:348-
352) describes the following activities:
a. Acting from a script: Teachers can ask their students to act out dialogues they have
written themselves.
b. Communication games: There are many communication games, all of which aim to get
students talking as quickly and fluently as possible.
c. Discussion: Students prepare arguments and discuss it in a range from highly formal,
whole-group staged events to informal small-group interactions.
d. Prepared talk: This is one of the popular speaking activities where a student (or students)
makes a presentation on a topic of their own choice.
e. Simulation and role play: Simulation and role play can be used to encourage general
oral fluency or to train students for specific situations, especially, where they are studying
English for specific purposes (ESP).
2.5. Challenging Factors in English Speaking
Ur (1996) presents the following problems of English speaking:
a. Shyness and inhibitions: Students are often inhibited about trying to say things in a
foreign language in the classroom because they are worried about making mistakes,
scared of criticism or losing face or simply shy of the attention that their speech attracts.
b. Finding things to say: Sometimes, students cannot think of anything to say. Just
providing an interesting topic is not enough. Students need to feel that they have
something relevant and original to contribute to the discussion so that it is worth making
the effort to speak.
c. Low participation of individuals: Only one participant can talk at a time if he or she is
to be heard; and in a large group this means that each one will have only very little talking
time.
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d. L₁ use: In classes where some or all of the students share the same L₁, they may fall back
on it when they could, with a bit more effort, use English. Occasional L₁ use is an
inevitable-and indeed, can be very helpful in solving specific vocabulary problems but if
students spend most of their time speaking their own language, they will obviously have
little opportunity to improve their speaking skills in English.
2.6.Review of the Empirical Literature
Several studies have been carried out in the field of speaking skills under the Department of
English Education in Tribhuvan University, various local universities and worldwide. Among
various researches, I have reviewed the following empirical literature to measure my study in a
scientific way.
Khadka (2016) carried out a survey research on “Perception of students towards

performance in spoken English and challenges they face in speaking English: A case of
semester”, administrating a set of questionnaire to a sample of 30 students of the third semester
majoring English at the Department of English Education, University Campus Kirtipur to find out
the perception of M.Ed. students on performance in spoken English and explore the causes and
problems of students’ low English speaking performance, and discovered that English classes
were not always communicative and interactive. Similarly, this study also revealed that target
language structures, strategies, personalities, communication skills, lack of exposure and
comprehensible input were the causes of low English speaking performance.
Basyal (2016) conducted a research on "Classroom activities used and challenges faced by
grade X English teachers in teaching speaking skill" to explore grade X English teachers'
classroom activities and the challenges they faced in teaching speaking skill. To obtain required
data the researcher used a questionnaire and observation checklist among 20 grade-X English
teachers. The results indicated that poor grammar, pronunciation were the main challenges faced
by both the teachers and the students. Additionally, group discussion, debate, telling stories,
delivering speech, group and pair work were common classroom activities used by teachers to
overcome these problems.
Subedi (2016) carried out a survey research titled “Status and challenges of learning and
teaching speaking at higher secondary level” among five teachers and forty higher secondary
level students at Nawalparasi district to find out the status of speaking ability of higher secondary
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level students and challenges faced by both the teachers and students on teaching and learning
speaking skills. Required information was collected by using a set of questionnaires including
both the open and close-ended questions. This study found that the mother tongue influences,
lack of well trained teachers, inappropriate exposure based on pronunciation and intonation,
impractical examination procedures, large classroom and inadequate opportunities to speak
outside of classroom and were the challenges among higher secondary school students while
speaking English.
With the purpose of exploring the speaking difficulties encountered by students and the
causes of such difficulties, Mahamoud and Nakhalah (2016) conducted their study titled
“Problems and difficulties of speaking that encounter English language students at Al Quds Open
University” in Palestine. The results showed that fear of mistakes, shyness, anxiety and lack of
confidence were the major problems and difficulties faced by the students.
2.7.Criticism of Previous Research
Several researches have been carried out in the field of English speaking under the department of
English Education at Tribhuvan University. Concentrating on the principle of relevance, I have
reviewed Khadka (2016), Subedi (2016), Basyal (2016), and Mahamoud and Nakhalah (2016)
based on secondary level students’ perception about performance in spoken English and
challenges they encounter in speaking English. These studies have similar findings that
English language learners face challenges like fear of mistakes, shyness, anxiety and lack of
confidence, lack of well trained teachers. I criticized the findings of their studies because these
studies only studied problems they faced while speaking English. Their perception also plays
vital a role in their English speaking performance.
2.8.Implication of the Review
From the both theoretical and empirical review of the related literature, theoretical knowledge
obtained from theoretical literature and procedural knowledge from empirical literature.
Definition of speaking skill, components and types of speaking, teaching and learning speaking
activities described in each literature are the key insights for this study.
To be precise, from the theoretical review of Hui (2011), Rickheit and Strohner (2008), Brown
and Yule (1994), and Pawlak et al (2011), I deserved the definition of speaking. Harris (1979)
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provided me insights on components of speaking and Brown (2004) provided me information on

types of speaking. I obtained insight on teaching and learning speaking activities from Ur (1996)
and Harmer (2007). Knowledge on challenging factors in speaking English was obtained from Ur
(1996).
While reviewing related literature I found that theories from Ur (1996) and Harmer (2008) were
mostly used theories based on English language teaching. Both of these authors provided a
theoretical basis for most of the research related to English speaking. Hui (2011), Rickheit and
Strohner (2008), Brown and Yule (1994), and Pawlak et al (2011) are some famous studies in this
field.
Among various literatures, Khadka (2016), Basyal (2016), Subedi (2016), Mahamoud and
Nakhalah (2016), Rizvi (2006), Hui (2011), Rickheit and Strohner (2008), Brown and Yule
(1994), and Pawlak et al (2011), I found are very useful for my study. I obtained theoretical as
well as procedural knowledge on speaking skill and researches based on speaking English which
helped me to build a conceptual framework of my study and research instruments for my study.
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2.9.Conceptual Framework
Conceptual framework is the guideline of the research which determines the nature and quality of
the research. Based on the theoretical and empirical literature review, I have developed the
following conceptual framework.
Students' Performance on Spoken English and Challenges
Classeoom-related issues Students' perception
Students' attitudes
Teacher-related Students-related
Frequency of
English exposure
Motivation Preparedness
Qualification/ training Shyness/Confidence
Evaluation & feedback Use of L₁
Coordination and Vocabulary
Opportunities Grammar
Instructional Materials Pronunciation Secondary Level Students’ Perception about

Performance in Spoken English and
Challenges They Encounter in Speaking
Classroom Management Speaking strategies
English
Methods of teaching
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CHAPTER THREE
RESEARCH METHODOLOGY
In order to carry out research, the following methodologies will be exploited.
3.1. Research Design
The study "Secondary Level Students’ Perception about Performance in Spoken English and
Challenges They Encounter in Speaking English” was based on second language learning (SLL).
The research will be quantitative-qualitative in nature and was based on mixed method design.
3.2.Sampling Procedure
Population of this research was the students of class 11 and 12 from secondary school of Nepal.
The total numbers included two schools; a private and one community-based school of
Kathmandu, Nepal. The total number of samples was 60. The name of the schools and number of
samples from each school are presented in the following table:
Table 1: Name of the visited school and the number of the samples
S.N. Name and address of the visited School Number of the Samples
Class-11 Class-12 Total
1. Everest Secondary School, Galkopakha, Thamel- 13 22 35

Kathmandu.
1. Geeta Mata Secondary School, Bijeswori, 7 18 25

Swyambhu-Kathmandu.
Total 20 40 60
The variation between the numbers of the samples from one school to others occurred due to the
students' accessibility to the internet. The number of the samples from each school belongs to the
number of the students, who attended in the virtual class as well as responded to the research
questionnaire. Easy access of transportation, and convenient factors were the criterion to select
these schools as research fields for this study.
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3.3.Sources of Data
The nature of data was quantitative as well as qualitative in nature and on the basis of originality
they were collected from primary sources. The required data was collected by conducting surveys
using questionnaires and also including some open-ended questions. Concerned field of the
research was visited to collect necessary information.
3.4.Data Collection Tools
A questionnaire consisting of 16 Likert-scale statements, 9 multiple-choice items and 3 open-

ended questions was administered to collect required information. The study of Khadka (2016),
Hui (2011), and Kotut (2016) helped me to frame part of the questions. The questions were
designed as statements requesting participants to rank the statements on a five-point scale ranging
from “strongly agree”, “agree”, “not sure”, “disagree” to “strongly disagree” which measure the
degree to which the participants agree with those statements and will be asked to indicate their
response on multiple-choice items and they will also be requested to write their opinion open-
ended questions. Questionnaire was administered in a small group of the research population and
its reliability was calculated before going to the survey. 0.76 was calculated as a reliability score
of the questionnaire.
3.5.Data Collection Techniques and Procedures
A questionnaire consisting close-ended items and open-ended items was administered online to
collect required data for the study. While collecting required data, a concerned field was visited
and concerned authorities were requested for permission to administer a survey. Due to the
closure of physical classes by the government to protect students and teachers from COVID-19,
teaching and learning was continued through virtual classes. Thus, rapport was built with students
online and all the research ethics were ensured. Questionnaire was developed in Google Form
and mailed to the participants and they were requested to indicate their responses in an
appropriate option. The entire questionnaires were received and participants were thanked for
their participation. Finally, concerned authorities were appreciated for their cooperation.
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3.6.Data Analysis and Interpretation Procedures
Percentile was computed to analyse quantitative data. Similarly, students' subjective data was
divided into various codes and themes as well as summarised according to the themes. Results
were presented in tables and interpreted through bar-graphs and pie-charts.
3.7.Ethical Considerations
Insights into academic issues as well as research were kept in mind. Plagiarism was maximally
avoided and rules and regulations of research were cared for. Consent from all the participants
was taken and only required information was collected as well as all information was kept
confidential.
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CHAPTER FOUR
ANALYSIS AND INTERPRETATION OF THE RESULTS
This chapter is mainly concerned with the analysis and the interpretation of the data collected
from primary sources. Required data were collected from the secondary school level students
(class-11 and 12) with the use of questionnaires (closed-ended and open-ended). To analyse and
interpret data comprehensively, percentages were presented through table and pie-chart and
qualitative data were analysed and interpreted dividing them into various codes and themes as
well as summarised according to the themes.
4.1. Analysis of Data and Interpretation of the Results
The results of this study have been derived by analysing the responses of the samples on both
open-ended and close-ended questions. They have been displayed in table and pie-chart and
described orthographically as well. The detailed results have been presented below:
4.1.1. Analysis of Data and Interpretation of Results of Close-ended Items
To collect the data regarding secondary level students’ perception about performance in spoken
English and challenges they encounter in speaking English, respondents from the selected school
were provided with a set of questionnaires, which included 16 Likert-scale questions, 9 multiple-
choice items as close-ended items and 3 open-ended questions. The data obtained from close-
ended items are analysed and interpreted through the following sub-headings:
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4.1.1.1. Curriculum-based Factors
The respondents were requested to respond about their challenges and perception on English
speaking relating to curriculum-based factors. To check their opinion, they were provided the
following statement.
1. Secondary level English language curriculum focuses on speaking skill.
They provided the following responses:
Table 2 Secondary level English language curriculum focuses on speaking skill.
S.N. Responses
Statement Strongly Agree Not Sure Disagree Strongly

Agree Disagree
1 Secondary level 9 15% 40 66.67 8 13.33 2 3.33 1 1.67

English language % % % %
curriculum does not
focus on speaking
skill.
The above table presents secondary level students' perception and challenges based on curriculum
related statements 'Secondary level English language curriculum does not focus on speaking
skill'. Among 60 respondents, 9 respondents (15%) strongly agreed and more than three-fifth of
the total respondents (66.67%) agreed with the statement. 8 (13.33%) respondents were not sure
with the statement; however 2 (3.33%) and 1 (1.67%) respondents disagreed and strongly
disagreed with the statement respectively.
According to this table, 81.67% secondary level students believed that ' secondary level English
language curriculum does not focus on speaking skill.
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4.1.1.2 Comprehension and Subject-matter Related Factors
This section tries to discover respondents' challenges and perception based on comprehension and
subject matter related factors. To check their opinion, they were provided with the following two
statements and two questions:
2. I do not speak English because I do not understand my teachers' spoken English.

3. Many students do not participate in speaking activities due to their inability to express their
concept in English.
4. I can comprehend the English language used by your teachers.
5. I can express your ideas in spoken English.
6. Many times lack of subject matters hinders my speaking performance.
Table 3 I do not speak English because I do not understand my teachers' spoken English.
S.N. Responses

Agree Disagree
2 I do not speak English 2 3.33 6 10% 6 10% 34 56.67 12 20%

because I do not % %
understand my
teachers' spoken
English.
Table 3 presents secondary level students' perception and challenges based on comprehension
and subject matter related statements 'Secondary level English language curriculum focuses on
speaking skill'. Among 60 respondents, 12 respondents (20%) strongly disagreed and more than
half of the total proportion (56.67%) disagreed with the statement. 6 (10%) respondents were not
sure, which is exactly the same as the number of respondents who agreed with the statement;
however only 2 (3.33%) respondents strongly agreed that they do not speak English because they
do not understand their teachers' spoken English.
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In conclusion, 76.67% of respondents denied that they do not speak English because they do not
understand their teachers' spoken English.
Table 4 Many students do not participate in speaking activities due to their inability to
express their concept in English.
S.N. Responses

Agree Disagree
3 Many students do not 8 13.33 44 73.33 7 11.67 1 1.67 0 0%

participate in % % % %
speaking activities
due to their inability
to express their
concept in English.
The above table presents secondary level students' perception and challenges based on
comprehension and subject-matter related statements 'Many students do not participate in
speaking activities due to their inability to express their concept in English '. Among 60
respondents, 8 respondents (13.33%) strongly disagreed and nearly three-fourth of the total
proportion (73.33%) disagreed with the statement. 7 (11.67%) respondents were not sure.
Whereas, only 1 (1.67%) respondent disagreed and no respondents disagreed with the statement,
'Many students do not participate in speaking activities due to their inability to express their
concept in English'.
By observing the above responses provided by the different respondents on the statement
86.66% responses were found on the strongly agree and agree scale.
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Table 5 I can comprehend the English language used by your teachers.
S.N. Responses

Agree Disagree
4. I can comprehend the 21 35% 30 50 3 5% 4 6.67 2 3.33

English language used by % % %
my teachers.
and subject-matter related statements 'I can comprehend the English language used by my
teachers'. Among 60 respondents, 21 respondents (20%) strongly agreed and half of the total
proportion agreed with the statement. 4 (6.67%) respondents and 2 (3.33%) respondents
disagreed and strongly disagreed that they can comprehend the English language used by their
teacher. Finally, 5% of the total respondents were not sure about the statement.
In conclusion, 85% of respondents accepted that they can comprehend the English language used
by their teacher.
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Table 6 I can express my ideas in Spoken English.
S.N. Responses

Agree Disagree
5. I can express my ideas in 24 40 23 38.33 7 11.67 2 3.33 4 6.67

spoken English. % % % % %
and subject matter related statements 'I can express my ideas in spoken English'. Among 60
respondents, 4 respondents (6.67%) strongly disagreed and 2 respondents (3.33%) disagreed with
the statement. Likely, 7 (11.67%) respondents were not sure. Unlike that, 24 (40%) respondents
and 23 (38.33%) respondents were strongly agreed and agreed respectively.
In conclusion, 78.33% of respondents accepted that they can express their ideas in spoken
English.
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Table 7: Many times lack of subject matters hinders my speaking performances.
S.N. Responses

Agree Disagree
6 Many times lack of 5 6.67 39 65% 12 20% 2 3.33 3 5%

subject matters hinders % %
my speaking
performances.
Table 7 demonstrates secondary level students' perception and challenges regarding spoken
English based on comprehension and subject-matter related statements, 'Many times lack of
subject matters hinders my speaking performances'. Among 60 respondents, 5 (6.67%)
respondents strongly agreed and 39 (65%) respondents agreed with the statement. Unlike that,
2(3.33%) and 3(5%) responses were found to disagree and strongly disagree respectively.
However, 12 (20%) responses of the total respondents were on not sure scale.
From the aforementioned table, it is found that 71.67% secondary level students think that their
English speaking performances were hindered many times by lack of subject matters.
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Bar-Chart 1 displays the total percentages of secondary level students' responses on

'comprehension and subject-matter related factors'.
Bar-graph 1: Comprehension and Subject-matter Related Factors
100
90
80
70
60
50
40
47.33
30
20
10 20 11.67 14.33 7
0
Responses on Comprehension and Subject-matter Related Factors
Strongly Agree Agree Not Sure Disagree Strongly Disagree
Bar-chart 1 presents secondary level students' responses on perception and challenges based on
comprehension and subject-matter related factors. These graphs display that strongly agree scale
contains 20% responses and agree contain more than double responses of strongly agree. 11.67%
of total responses were on 'not sure'. Similarly, disagree and strongly disagree scales contain
14.33% and 7% responses respectively.
In conclusion, 67.33% secondary level students' perception and challenges regarding spoken
English is concerned with comprehension and subject-matter related factors.
24
4.1.1.3 Teaching and Learning Materials Related Factors
This section tries to discover respondents' opinion about challenges and perception regarding
spoken English based on teaching and learning materials related factors. To check their opinion,
they were provided with the following two statements:
7. Presence of learning aids makes learning of English speaking easier.

8. The school provides enough textbooks of English.
The findings of these statements are presented in the following tables:
Table 8: Presence of learning aids makes learning English easier.
S.N. Responses

Agree Disagree
7 Presence of learning 3 5% 43 71.67 8 13.33 5 8.33 1 1.67

aids makes learning % % % %
English easier.
Table 8 demonstrates secondary level students' perception and challenges regarding teaching and
learning materials related to the statement, 'Presence of learning aids makes learning of English
speaking easier'. Among 60 respondents, just 3 (5%) respondents strongly agreed and 43
(71.67%) respondents agreed with the statement. Similarly, 8 (13.33%) respondents were not sure
with the statement. On the contrary, 5 (8.33%) respondents were found to disagree and 1 (1.67%)
respondent of the total respondents strongly disagreed with the statement.
From the aforementioned table, it is found that 76.67% of secondary school level students believe
that Presence of learning aids makes learning English easier.
25
Table 9: The school provides enough textbooks of English.
S.N. Responses
Statement Strongly Agree Not Disagree Strongly

Agree Sure Disagree
8 The school provides 4 6.67 26 43.33 12 20 17 28.33 1 1.67

enough textbooks of % % % % %
English.
Table 9 presents secondary level students' perception and challenges regarding teaching and
learning materials related to the statement, 'The school provides enough textbooks of English'.
Among 60 study samples, 4(6.67%) and 26(43.33%) respondents strongly agreed and agreed
repeatedly with the statement. Whereas; 17 (28.33%) respondents were found to disagree and
1(1.67%) respondents were found to strongly disagree. However, one-fifth of the total
respondents were not sure with the statement.
In conclusion, 50% of respondents accepted that their school had provided enough textbooks of
English.
26
Bar-graph 2 displays the total percentages of secondary level students' responses on teaching and
learning materials related factors.
Bar-graph 2 Teaching and Learning Materials Related Factors
100
90
80
70
60
57.5
50
40
30
20 5.83
16.67 18.33
10 1.67
0
Responses on Teaching and Learning Materials Related Factors
Bar-graph 2 presents secondary level students' responses on perception and challenges based on
teaching and learning materials related factors. These graph displays that strongly agree scale
contains 5.83% responses and agree contain more than half of the total responses. 16.67% of total
responses were on 'not sure'. Similarly, disagree and strongly disagree scale contains 18.33% and
1.67% responses respectively.
In conclusion, 63.33% of secondary level students' perception and challenges regarding spoken
English is concerned with teaching and learning materials related factors.
27
4.1.1.4. Teacher-related Factors
This section tries to discover respondents' challenges and perceptions based on teacher-related
factors. To check their opinion, they were provided with the following three statements.
9. English speaking is weak because teachers themselves are not linguistically qualified and
fluent in English.
10. Students have low English speaking proficiency because teachers are reluctant and pay little
attention on speaking.
11. My teacher pays attention to teaching speaking skills.
The findings of these statements are presented in the following tables:
Table 10: English speaking is weak because teachers themselves are linguistically qualified
and fluent in English.
S.N. Responses

Agree Disagree
9 English speaking is 4 6.67 22 36.67 14 23.33 14 23.33 6 10%

weak because % % % %
teachers themselves
are not linguistically
qualified and fluent in
English.
Table 10 displays that out of 60 secondary level students, 4 (6.67%) respondents strongly agreed
and 22 (36.67%) respondents agreed with the statement 'English speaking is weak because
teachers themselves are not linguistically qualified and fluent in English'. Likewise, equal
proportions of 23.33% respondents responded on not sure and disagree. Unlike that, 6 (10%)
respondents strongly disagreed with the statement.
28
This table shows that 43.34% secondary level students accepted that their English speaking is
weak because their teachers are not linguistically qualified and fluent in English; whereas,
33.33% students denied the same view.
Table 11: Students have low English speaking proficiency because teachers are reluctant
and pay little attention on speaking.
S.N. Responses

Agree Disagree
10 Students have low 3 5% 26 43.33 10 16.67 17 28.33 4 6.67

English speaking % % % %
proficiency because
teachers are reluctant
and pay little attention
on speaking.
Table 11 presents the secondary level students' perception and challenges regarding teacher
related statement, ' Students have low English speaking proficiency because teachers are reluctant
and pay little attention on speaking'. Out of 60 respondents, 3 (5%) respondents strongly agreed
and more than two-fifths of the total respondents agreed with this statement. Likewise, 10
(16.67%) respondents were not sure with the statement. 17 (28.33%) respondents were disagreed,
whereas; 4 (6.67%) respondents were strongly disagreed with the statement that 'Students have
low English speaking proficiency because teachers are reluctant and pay little attention on
speaking.'
29
Table 12: My teacher pays attention to teaching speaking skills.
S.N. Responses

Agree Disagree
11 My teacher pays 30 50% 19 31.66% 3 5% 4 6.67% 4 6.67%

attention to
teaching
speaking skills.
Table 12 exhibits the secondary level students' perception and challenges related to English
speaking based on teacher related factors on the statement, 'My teacher pays attention to teaching
speaking skill'. This table displays that out of 60 secondary level students, half of the total
respondents strongly agreed, 19(31.66%) respondents agreed, and 3 (5%) respondents were not
sure with the statement. An equal proportion of respondents disagreed and strongly disagreed
with the statement.
The aforementioned table demonstrates that 81.66% of students agreed that their teachers pay
attention to teaching speaking.
30
Bar-graph 3 displays the total percentages of secondary level students' responses on teacher
related factors.
Bar-graph 3 Teacher Related Factors
100
90
80
70
60
37.22
50
40
30 37.22
20 20.56 19.44 7.78
10
15
0
Responses on Teacher Related Factors
Bar-graph 3 presents secondary level students' responses on perception and challenges based on
teacher related factors. These graphs show that the strongly agree scale contains 20.56%
responses and the highest responses 37.22% were on agree scale. 15% of total responses were not
sure. Similarly, the disagree and strongly disagree scale contains 19.44% and 7.78% responses
respectively.
English is concerned with teacher related factors.
31
4.1.1.5. Emotional factors
This section presents respondent's opinion about challenges and perception regarding spoken
English based on emotional factors. To check their opinion, they were provided with the
following two statements.
12. Speaking performance is poor due to anxiety in the target language structures.
13. I do not speak English because I fear evaluation and losing face.
14. I feel shy and do not express myself when I am asked to give an English speech.
Table 13 Speaking performance is poor due to the anxiety in the target language structures.
S.N. Responses

Agree Disagree
12 Speaking 5 8.33% 27 45% 17 28.33% 10 16.67% 1 1.67%

performance is
poor due to
anxiety in the
target language
structures.
Table 13 displays that anxiety as one of the challenging factors to the spoken English. This table
shows that out of 60 secondary level students, 5 (8.33%) respondents strongly agreed and 27
(45%) respondents agreed with this statement. On the other hand, 17 (28.33%) respondents were
not sure about anxiety as a challenging factor to their spoken English. Whereas, 10 (16.67%) and
1 (1.67%) respondents disagreed and strongly disagreed with the statement that 'Speaking
performance is poor due to anxiety in the target language structures'.
This table reveals that half of the respondents thought that their English speaking performance is
poor due to anxiety in the target language structures.
32
Table 14 I do not speak English because I feel fear of evaluation and losing face.
S.N. Responses

Agree Disagree
13 I do not speak 7 11.67% 18 30% 6 10% 15 25% 14 23.33%

English because
I feel fear of
evaluation and
losing face.
Table 14 presents that secondary level students' one of the challenging factors as they fear being
evaluated and losing face. This table shows that out of 60 respondents, 7 (26.64%) respondents
strongly agreed and 18(30%) respondents agreed with the statement. Similarly, 6 (10%)
respondents were not sure about the statement. Unlike that, a quarter of the total respondents
disagreed and nearly one-fourth of the respondents strongly disagreed with the statement that 'I
do not speak English because I feel fear of evaluation and losing face'.
The aforementioned table shows that 48.33% of secondary level students denied, whereas;
41.67% respondents accepted that they do not speak English because they felt fear of evaluation
and losing face.
33
Table 15 I feel shy and not express myself when I am asked to give an English speech.
S.N. Responses

Agree Disagree
14 I feel shy and 5 8.33% 20 33.33% 9 15% 22 36.67% 4 6.67%

not express
myself when I
am asked to
speak English.
Table 15 presents secondary level students' perception and challenges based on emotional factors
related to the statement 'I feel shy and do not express myself when I am asked to give an English
speech'. Among 60 respondents, 5 respondents (8.33%) strongly agreed and 20 (33.33%)
respondents agreed with the statement. Likely, 9 (15%) respondents were not sure. Unlike that,
22 (36.67%) respondents and 4 (6.67%) respondents agreed and strongly disagreed with the
statement respectively.
In conclusion, the numbers of respondents who accepted that they feel shy and not express
themselves when they were asked to speak English were slightly lower than those who denied the
statement.
34
Bar-graph 4 displays the total percentages of secondary level students' responses on 'Emotional
factors'.
Bar-graph 4 Emotional Factors
100
90
80
70
60
37.22
50
40
30 36.11
26.11
20
17.78
10 9.44 10.56
0
Responses on Emotional Factors
Bar-graph 4 shows secondary level students' responses on perception and challenges based on
emotional factors. These graphs show that the strongly agree scale contains 9.44% responses and
the highest responses 36.11% were on agree scale. 17.78% of total responses were not sure.
Similarly, the disagree and strongly disagree scale contains 26.11% and 10.56% responses
respectively.
English is concerned with teacher related factors.
35
4.1.1.6. Evaluation, Motivation and Feedback related Factors
This section tries to discover respondents' challenges and perceptions based on teacher-related
factors. To check their opinion, they were provided with the following three statements.
15. Learning strategies and teachers' teaching styles influence my speaking performance.
16. How often does your teacher motivate to speak in English?
17. How often your teachers test your speaking ability communicatively?
18. What kind of feedback do you get in learning speaking from the teacher and classmates?
The following tables present the university undergraduates' responses to the aforementioned
statements.
Table 16 Learning strategies and teachers' teaching styles influence my speaking

performance.
S.N. Responses

Agree Disagree
15 Learning strategies and 9 15 39 65 5 8.33 4 6.67 3 5%

teachers' teaching styles % % % %
influence my speaking
performance.
Table 16 displays secondary level students' responses on perception and challenges to their
spoken English regarding evaluation, Motivation and feedback related factor based statement,
'Learning strategies and teachers' teaching styles influence my speaking performance'.
Among 60 respondents, 9 (15%) respondents strongly agreed, and 39 (65%) respondents agreed
with the statement. Similarly, 5 (8.33%) respondents were not sure, 4 (6.67%) respondents were
disagreed, and 3(5%) respondents were strongly disagreed with the statement that 'Learning
strategies and teachers' teaching styles influence my speaking performance'.
The aforementioned table presents that most of the secondary level students' (80%) responses
were on that learning strategies and teachers' teaching styles influence my speaking performance.
36
Table 17 How often does your teacher motivate to speak in English?
S.N. Statement Responses
Always Mostly Sometimes Never
16 How often does 24 40% 14 23.33% 22 36.67% 0 0%

your teacher
motivate to speak in
English?
The aforementioned table points the responses of secondary level students towards perception
and challenges regarding spoken English based on evaluation, motivation and feedback related
factors based on the statement, 'How often does your teacher motivate to speak in English'?
Among 60 respondents, 24 (40%) respondents said that their teacher always motivates them and
motivate to speak English and 14(23.33%) answered that their teacher mostly motivates them to
speak English. Similarly, 22(36.67%) students accepted that their teacher sometimes motivates
them to speak English. However, no one has responded to the never scale.
By analyzing the above mentioned table, all of the secondary level students accepted that their
teacher motivated them to speak English.
37
Table 18 How often your teachers test your speaking ability communicatively?
17 How often your 7 11.67 10 16.67% 32 55.33% 11 18.33

teachers test your % %
speaking ability
communicatively?
Table 18 presents the responses of secondary level students towards perception and challenges
regarding spoken English based on evaluation, motivation and feedback related factors based on
the statement, 'How often does your teacher test your speaking ability communicatively'? Among
60 respondents, 7 (11.67%) respondents said that their teacher always tests their speaking ability
communicatively and 10(16.67%) answered that their teacher mostly tests their speaking ability
communicatively. Similarly, 22(36.67%) students accepted that their teacher sometimes
motivates them to speak English. Whereas, 11(18.33%) responded that their teacher tested their
speaking ability.
By analyzing the above mentioned table, most of the secondary level students 49 (71.67%) had
accepted that their teacher evaluated their speaking ability communicatively.
38
Table 19 What kind of feedback do you get in learning speaking from the teacher and
classmates?
Positive Negative Corrective Zero

Feedback Feedback Feedback Feedback
18 What kind of 33 55% 3 5% 22 36.67% 2 2.33%

feedback do you get
in learning speaking
from the teacher
and classmates?
regarding spoken English based on evaluation, motivation and feedback related factors based on
kinds of feedback? Among 60 respondents, 33 (55%) respondents said that they got positive
feedback from their teacher and classmates while learning speaking whereas; only 3(5%)
answered that their teacher and friends provide them negative feedbacks. Similarly, 22(36.67%)
students thought that their teacher and classmates gave them corrective feedbacks. Whereas,
2(3.33%) respondents said that they had received no feedback at all.
By analysing table 19, most of the secondary level students 55 (91.67%) had answered that they
have either received positive or corrective feedback from their teacher and classmates.
39
Graph 5 displays the total percentages of secondary level students' responses on 'evaluation,
motivation and feedback related factors'.
Graph 5: 'Evaluation, Motivation and Feedback Related Factors'.
100
90
80
70
60
37.22
50
40
45
30
20 25.83 9.17
20
10
0
Responses on Evaluation, Motivation and Feedback Related Factors
Always Mostly Sometimes Never Column1
Feedback Related Responses

Positive Feedback Negative Feedback Corrective Feedback Zero Feedback
3.33%
36.67% 55%
5%
40
Bar-graph shows secondary level students' responses on perception and challenges based on
evaluation and feedback related factors. This graph shows that more than a quarter of the total
respondents believed that their spoken English always has been evaluated and they have been
motivated by their teacher to speak English. Likewise, one-fifth of the total responses were on
mostly scale. Similarly, nearly half of the secondary level students accept that their teacher
sometimes evaluates their spoken English and motivates them, whereas, 9.17% respondents
disclosed the fact that their teacher neither motivates them to speak English nor evaluates their
spoken English.
Pie-chart depicts information about the data types of feedback. More than half of the total
proportion of the respondents said that their teacher provides them positive feedback on their
spoken English. Similarly, more than one-third of the respondents thought that their teacher
provides them with corrective feedback; whereas, 5% samples responded that their teacher
provides them negative feedback. However, 3.33% secondary students have not received any
feedback from their teacher.
4.1.1.7. Participation Opportunities and Interaction Related Reasons
English based on participation opportunities and interaction related reasons. To check their
opinion, they were provided with the following two statements.
19. How often do you get opportunities to practice English inside the class?
20. English language classes are more interactional and conversational.
21. Which of the following factors limits your participation in English speaking process?
The findings of these statements are presented in the following table:

41
Table 20: How often do you get opportunities to practice English inside the class?
S.N. Question Responses
19 How often do you 11 18.33 14 23.33% 32 53.34% 3 5%

get opportunities to %
practice English
inside the
classroom?
regarding spoken English based on participation opportunities and interaction related reasons
based on the statement, 'How often do you get opportunities to practice English inside the
classroom'? Among 60 respondents, 11(18.33%) respondents always got opportunities to practice
English inside the classroom and nearly a quarter of the total respondents said that they mostly
got chances to practice English inside their classroom. Similarly, more than half of the total
students accepted that they only get opportunities sometimes to practice English inside the
classroom. Whereas, 3(5%) responded that they never got opportunities to practice English inside
the classroom.
From the abovementioned table, it is explored that most of the secondary level students 57 (95%)
had got opportunities to practice English in their classroom.
42
Table 21: English language classes in your school are more interactional and
conversational.
20 English language 14 23.33 19 31.67% 21 35% 6 10%

classes in your %
school are
interactional and
conversational.
based on the statement, 'English language classes in their school were always interactional and
conversational'. Among 60 respondents, approximately one-fourth of the total respondents said
that English language classes in your school are more interactional and conversational and
19(31.67%) answered that English language classes in their school were mostly interactional and
conversational. Similarly, the majority of the students 21(35%) accepted that English language
classes were sometimes interactional and conversational in their school. Unlike that, 6(10%)
respondents said that the English language in their school was never interactional and
conversational.
The abovementioned table revealed that most of the secondary level students 54 (90%) believed
that English language classes in their school were interactional and conversational.
43
Table 22: Which of the following factors limits your participation in English speaking
process?
Lack of Incomprehensible Mother- Fear of

Preparation Input Tongue Use Being
Evaluated
21 Which of the 21 35% 6 10% 19 31.67% 14 23.33%

following
factors limits
your
participation in
the English
speaking
process?
Table 22 shows the responses of secondary level students towards perception and challenges
based on the question, 'Which of the following factors cause limitation in your participation in
English speaking process'? Among 60 respondents, 21 (35%) respondents said that lack of
preparation caused limitation in their participation in the English speaking process, 6(10%)
students believed that incomprehensible input limited their participation in the English speaking
process. Similarly, use of mother tongue is also a prime cause which limited 19(31.67%) students
to participate in the English speaking process. Likewise, 14(23.33%) respondents said that fear of
being evaluated caused limitations in their participation in the English speaking process.
The above-mentioned table shows that lack of preparation and the mother tongue use are the
main factors that limit students from participating in English speaking procedures.
Graph 6 displays the total percentages of secondary level students' responses on 'participation
opportunities and interaction related factors'.
44
Graph 6: 'Participation Opportunities and Interaction Related Factors'.
100
90
80
70
60
37.22
50
40 44.17
30
20 7.5
20.83 27.5
10
0
Responses on Participation Opportunities and Interaction Related Factors
Causes of Limitation in Students' Participation in

English Speaking
Lack of preparation Incomprehensible Input Mother-tongue Use Fear of being Evaluated
35%
23.33%
10%
31.67%
45
Bar-graph shows secondary level students' responses on perception and challenges based on
participation opportunities and interaction related factors. This graph shows that more than one-
fifths of the total respondents believed that they always get participation opportunities to practice
English speaking and their English classes were always interactional. Likewise, more than a
quarter of the total samples agreed that they mostly get participation opportunities to practice
English speaking and their English classes were mostly interactional. 44.17% respondents said
that they sometimes get participation opportunities to practice English speaking and their English
classes were hardly interactional. Unlike this, 7.5% students accepted that they never get
participation opportunities to practice English speaking and their English classes were not
interactional.
Pie-chart depicts information about the causes of limitation in students' participation in the
English Speaking process. Among 60 respondents, more than one-thirds of the total respondents
(35%) said that lack of preparation caused limitation in their participation in the English speaking
process, 6(10%) students believed that incomprehensible input limited their participation in the
English speaking process. Similarly, use of mother tongue is also a prime cause which limited
19(31.67%) students to participate in the English speaking process. Likewise, approximately a
quarter of the total respondents said that fear of being evaluated caused limitations in their
participation in the English speaking process.
The above-mentioned pie-chart shows that lack of preparation and the mother tongue use are the
main factors that limit students to participate in English speaking procedures.
46
4.1.1.8. Students' Performance and Other Internal Factors
English based on students' performance and other internal factors related reasons. To check their
opinion, they were provided with the following four statements.
22 Lack of self-confidence and presentation skill in the classroom affects my English

speaking performance.
23 How is your English speaking performance?
24 Which one do you think mostly affects your speaking skill?
25 My English speaking is poor due to:
The findings of these statements are presented in the following table:
Table 23: Lack of self-confidence and presentation skill in the classroom affects my English
S.N. Responses
Statement Strongly Agree Not Disagree Strongly

Agree Sure Disagree
22 Lack of self-confidence and 11 18.33 39 65 4 6.67 4 6.67 2 3.33

presentation skill in the % % % % %
classroom affects my
English speaking
performance.
The aforementioned table points out secondary level students' one of the challenging factors
based on the statement, 'Lack of self-confidence and presentation skill in the classroom affects
my English speaking performance'. This table shows that out of 60 respondents, 11 (18.33%)
respondents strongly agreed and approximately two-third respondents agreed to the statement.
Similarly, the equal 4 (6.67%) respondents were not sure and disagreed about the statement.
Unlike that, 2(3.33%) of the respondents strongly disagreed with the statement that 'Lack of self-
confidence and presentation skill in the classroom affects my English speaking performance'.
47
The aforementioned table shows that 48.33% of secondary level students denied this; whereas;
41.67% respondents accepted that they do not speak English because they felt fear of evaluation
and losing face.
Table 24: How is your English speaking performance?
Excellent Good Average Tolerable
23 How is your 5 8.33 19 31.67% 30 50% 6 10%

English %
speaking
performance?
regarding spoken English based on students' performance and other internal factors based on the
question, 'How is your English speaking performance'? Among 60 respondents, 5 (8.33%)
respondents claimed that their English speaking performance is excellent and 19(31.67%)
answered that their English speaking performance is good. Similarly, half of the total students
stated that their spoken English is average. Whereas, 6(10%) have responded that their English
speaking performance is tolerable.
By analyzing the above-mentioned table, the majority of the secondary level students 30 (50%)
had accepted that their spoken English is average.
48
Table 25: Which one do you think mostly affects your speaking skill?
Cognitive Lack of Exposure Fear of Teachers'

Ability Evaluation Instruction
24 Which one do 10 16.66 16 26.67% 25 41.67% 9 15%

you think %
mostly affects
your speaking
skill?
regarding spoken English based on students' performance and other internal factors based on the
question, 'Which one do you think mostly affects your speaking skill'? Among 60 respondents,
10(16.66%) respondents said that their cognitive ability affects their speaking ability most.
Similarly, more than a quarter of the total participants believed that their speaking ability is
mostly affected by lack of exposure. Likewise, students' fear of evaluation affects more than two-
fifth respondents' speaking ability. Finally, 9(15%) respondents answered that teachers'
instruction affects their speaking ability most.
Table 25 shows that most of the students' speaking ability is affected by the fear of evaluation.
49
Table 26: My English speaking is poor due to:
Passive Low use of School Topic of

Learning Teaching Environment Discussion
Styles Speaking
Materials
25 My English 16 26.67 23 38.33% 15 25% 6 10%

speaking is poor %
due to…...
Table 26 depicts information about the responses of secondary level students towards perception
and challenges regarding spoken English based on students' performance and other internal
factors based on the statement, 'My English speaking is poor due to…' Among 60 respondents,
more than a quarter and exactly a quarter of the total respondents claimed that their English
speaking is poor due to their passive learning styles and school environment respectively.
Similarly, approximately two-fifth of the total students accepted that their English speaking is
weak due to low use of teaching speaking materials. However, 6(10%) respondents answered that
the topic of discussion is a cause of their English speaking being poor.
From the abovementioned table, it is explored that passive learning styles, low use of teaching
speaking materials and school environment are the main responsible factors for secondary school
level students' poor performance at spoken English.
50
4.1.2. Analysis and Interpretation of Data Collected of Open-ended Questions
Questionnaire as a research tool contains Likert-scale statements; multiple choice questions as

well as three open-ended questions were provided to the respondents to explore their original
opinion about students’ perception on performance in spoken English and challenges they
encounter in speaking English. Secondary school level students' responses based on open-ended
questions are presented on the following themes:
4.1.2.1. Secondary School Level Students' Perception about Factors causing Low Speaking
Performance in English
To study secondary school level students' perception about factors causing low speaking
performance in English, they were asked to write a short paragraph as answer of 'What other
factors do you think cause your low speaking performance in English?' Responding to the
question, most of the participants wrote that; lack of English speaking environment, no/less use
of English in our day-to-day life, mother-tongue interference, limiting English only as a subject
but not practicing it as a medium of our communication, insufficient knowledge of using
vocabularies and syntax properly, motivation, students' confidence and fear of being evaluation
and responses by the teacher and friends were some factors which caused secondary school level
students' low speaking performance in English. Some of the respondents' perceptions are
presented below:
R₁: "I think lack of English speaking environment at our school and community as well as
limiting English only as a subject but not practicing it as a language of communication and some
other factors which are causing my low performance in spoken English".
R₂: "In my perception, lack of sense of using vocabulary and syntax properly and neglecting its
importance are the factors which lowered my English speaking performance ".
R₃: "My English speaking performance is low because of motivation, my confidence and my fear
of being evaluated by teachers and friends and their negative responses".
R₄: "The traditional views of our society and domination of Nepali language as a medium of
instruction in community based school are the reasons behind my low performance in English
speaking".
51
R₅: "I think lack of highly qualified English teacher and lecture-based teaching styles are some
factors which are causing my poor performance in speaking English".
4.1.2.2. Responsible factors of your low English Speaking Performance
Responding to the question, 'whom do you accuse for your low English speaking performance:
Teachers, administrators, or curriculum designers? Why?' , most of the participants wrote that
teachers, students, school administrators and curriculum designers are responsible for their poor
English speaking performance. Some of the common responses are presented below:
R₁: "I accuse teachers for my low performance in spoken English because not only of non-
English subject teachers but also English teachers use their mother tongue while communicating
with each other and they also pay almost no attention at English speaking inside or outside of the
classroom. Similarly, they are neglecting modern technology in teaching English speaking".
R₂: "I do not think that I should accuse teachers, administrators or curriculum designers, but I
need to accuse myself for my poor English speaking performance because I am not practicing
English speaking properly. If our teacher recommends us to speak English in our classroom, we
hardly follow their suggestions and often speak Nepali in our English class. So, in my opinion, I
should focus more on learning English".
R₃: "I accuse neither all of the given factors nor only myself for my low English speaking
performance but I think students' laziness is responsible for this and they need to work hard to
improve their English speaking ability because teachers has always done their best to teach
English speaking".
R₄: "I accuse curriculum designers for my poor performance in spoken English because they
have designed much of our syllabuses focusing reading and writing skills. Curriculum designers
are responsible for students' poor performance in spoken English and they need to design an
English curriculum giving equal priority to all language skills; listening, speaking, reading and
writing".
R₅: "I think it is better to accuse our school administration for their failure to create English
speaking environment in our school, which is also a cause of my poor English speaking
performance. School administrators should organise various extra-curricular activities which
may help us to enhance our creativity in English speaking as well as other skills".
52
4.1.2.3. Problems and Difficulties while Speaking English
The question ''Why do you feel speaking in English is more problematic and which aspect of
English language (grammar, vocabulary and pronunciation) do you feel is difficult in speaking?
Why?' was asked to explore secondary school level students problems and difficulties of English
speaking. Responding to the question, most of the participants wrote that they felt English
speaking difficult because of grammar and for them, English speaking is problematic because of
their vocabulary power and pronunciation. Some of the examples are presented below:
R₁: "I think speaking English is more problematic because of its grammar. Incomplete knowledge
of tense and aspects create confusion while speaking".
R₂: "I am reading grammar and I often speak English using proper grammar. But while learning
new types of words, I find it difficult to use proper grammar when I encounter unfamiliar words.
It means I can use appropriate grammar with full confidence only with easy words but not with
difficult words".
R₃: "We have been studying English just as a subject and we only study it to pass paper-based
exams. We often use our mother tongue in our English classroom. Insufficient practice of English
speaking has been a problem in English speaking performance".
R₄: "I have good grammatical knowledge and I remember much of the vocabulary. However, I
feel difficulties in pronounce of some long/multi-syllable words because different teachers teach
us to pronunciation of a single word in various ways".
R₅: "I feel English speaking more problematic because I have problem in both pronunciation and
vocabulary".
53
CHAPTER FIVE
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
In this chapter, on the basis of the data analysed on chapter four, the summary of the findings,
conclusions, and recommendations on policy, practice and future research level are presented in
this chapter.
5.1 Findings
The obtained data and information were analysed with the help of simple statistical tools as well
as a qualitative approach. The findings of the study are presented below:
5.1.1 Findings Related to Secondary School Level Students' perception towards their
English Speaking Performance
The findings, analysed and interpreted on the basis of secondary school level students' perception
towards their English speaking performance are presented below:
 Most of the respondents (78.33%) accepted that they can express their ideas in spoken
English.
 The English speaking performance of half of the total respondents was found at the
average level.
 More than half of the secondary school level students perceived they received positive
feedback; whereas one-third of the total respondents were either unsure or they never
received any feedback from their teachers.
 In the perception of 43.34% secondary school students, their English speaking is poor
due to less fluent and less qualified teachers.
 Secondary school level students perceived that their English speaking performance is
poor mainly because of various factors like lack of English speaking environment at
school, limitation of English only as a subject to pass a paper-based exams, lack of
teachers' motivation and positive feedbacks, less co-operative friends, students' emotional
behaviours and domination of Nepali language as a medium of instruction at community-
based school.
54
 In secondary school level students' perception; teachers, students themselves, school

administration and curriculum designers were responsible for their poor English speaking
performance.
 Secondary school level students perceived that grammar, vocabularies, pronunciation and
meaning in the context are some factors which caused problems and difficulties to them
while speaking English.
5.1.2 Findings Related to Secondary Level Students' Challenges towards English
Speaking
The findings, analysed and interpreted on the basis challenges for secondary school level students
to speak English are presented below:
 Curriculum, comprehension and subject matter, teaching and learning materials, teachers-
related factors, students' emotions, evaluation, motivation and feedback, participation
opportunities and interaction and students' performance and their other internal factors
were found as challenging factors for secondary school level students to speak English.
 The percentage of respondents who think that secondary school level English language
curriculum does not focus on speaking skill 81.67%.
 86.66% of secondary level school students found that they do not participate in English
speaking activities due to inability to express their concept in English. However, it is
revealed that 85% of respondents can comprehend the English language spoken by their
teachers.
 This study found that more than two-third of total respondents' English speaking
performance was poor because of lack of subject matter.
 Comprehension and subject matter related factors were found as challenges of 67.33%
students regarding spoken English.
 One-third of total respondents denied that their school provides them with enough
textbooks of the English language.
 Approximately half of the total respondents' spoken English was found poor because their
teachers are reluctant and they pay less attention to students' speaking.
55
 Students' shyness, fear of evaluation and their anxiety in the target language were found
as the main English speaking challenges of secondary school level students regarding
their emotional factors.
 This study found that 63.33% secondary school level students were motivated by their
teachers to speak English.
 This study revealed that 66.67% students found that lack of preparation and mother-
tongue use limited their participation in the English speaking process.
5.2 Conclusions
The result of this study reveal that secondary school level students perceived that their English
speaking performance is poor mainly because of various factors like lack of English speaking
environment at school, limitation of English only as a subject to pass a paper-based exams, lack
of teachers' motivation and positive feedbacks, less co-operative friends, students' emotional
behaviours and domination of Nepali language as a medium of instruction at community-based
school. Similarly, Curriculum, comprehension and subject matter, teaching and learning
materials, teachers-related factors, students' emotions, evaluation, motivation and feedback,
participation opportunities and interaction and students' performance and their other internal
factors were found as challenging factors for secondary school level students to speak English.
The objectives of this study were to explore the secondary school level students' perception
towards their English speaking performance and to reveal challenges they faced while learning
English speaking.
To the best of my knowledge, this study is the first attempt to study secondary school level
students' perception towards their English speaking performance and challenges they faced while
learning English speaking. The main objectives of this study were to explore secondary school
level students' perception towards their English speaking performance and to reveal challenges
they faced while learning English speaking. These objectives of my research are achieved in the
sense that this study determined secondary school level students perceived that their English
speaking performance is poor mainly because of various factors like lack of English speaking
environment at school, limitation of English only as a subject to pass a paper-based exams, lack
of teachers' motivation and positive feedbacks, less co-operative friends, students' emotional
behaviours and domination of Nepali language as a medium of instruction at community-based
56
school. Similarly, Curriculum, comprehension and subject matter, teaching and learning
materials, teachers-related factors, students' emotions, evaluation, motivation and feedback,
participation opportunities and interaction and students' performance and their other internal
factors were found as challenging factors for secondary school level students to speak English.
Among these factors, Students' shyness, fear of evaluation and their anxiety in the target language
were found as the main English speaking challenges of secondary school level students regarding
their emotional factors. 86.66% of secondary level school students found that they do not
participate in English speaking activities due to inability to express their concept in English.
However, it is revealed that 85% of respondents can comprehend the English language spoken by
their teachers. This study found that English is being taught as a subject and students were asked
to study it only to pass paper-based exams. It is often found that using mother tongue in an
English classroom is still dominant. Insufficient practice of English speaking has been a problem
in English speaking performance.
There were some similar kinds of studies carried out in this field at university level in Nepal;
however, this type of study has not been carried out at school level. This study has been carried
out in two secondary schools; one private and one community-based school in Kathmandu. This
research was limited in Kathmandu Metropolitan City. All the schools were shut down as the
only option to protect people being infected from COVID-19. So, teaching and learning activities
were limited to online. Thus, the research was carried out virtually. Questionnaire was carefully
constructed and forwarded to more than 200 students but due to poor quality of the internet,
responses were received only from 60 respondents. To overcome this type of problem, the
researcher suggests to the government to improve high-quality internet for teachers and students.
Though some research has been carried out in the field of English speaking performance and
challenges under the department of English Education in Nepali universities, this research is the
first research to address secondary school level students' perception towards their English
speaking performance and challenges they faced while learning English speaking. This research
will likely provide initial data for future researchers to explore secondary school level students'
perception towards their English speaking performance and to reveal challenges they faced while
learning English speaking. Secondary school level students' perception towards their English
speaking performance and challenges they faced while learning English speaking were discussed
in this study. This is not all in all and it requires further research. This study was a good
experience in mixed methods. It is recommended that more qualitative study may be carried out
57
to study secondary school level students' perception towards their English speaking performance
and challenges they faced while learning English speaking in Nepal.
5.3 Recommendations
On the basis of above mentioned conclusion, the policy makers, ELT professionals and further
researchers were suggested to follow the following implications:
5.3.1 Policy Related Recommendations
Policy is simply related to policy of educational planning, material designing, implementing and
evaluating them in the field of ELT. So, I would like to suggest the following implications:
 The perception of secondary school level students towards their English speaking
performance and challenges and difficulties they faced while learning English speaking
should be cared before making policy related to material designing and implementing
syllabuses of English Education.
 One of the findings of this study shows that English is implemented only as a subject but not
focused on its practice in day to day classroom interaction. So, this factor should be kept in
mind by the policy makers while making policy on English Education.
 It is found that secondary school level students perceive that listening and speaking skills are
less emphasized in English language curriculum. Thus, policy should be made by being
careful about all language skills.
 This study revealed that less trained teachers are also a cause for students' poor English
speaking performance. So, a policy of in-service training for English teachers should be
increased.
5.3.2 Practice Related Recommendations
The meaning of policy always relies on effective implementation of the policy (i.e. practice). This
study is related to the practical field of teaching English speaking. Therefore, the findings of this
research would be very useful for ELT professionals like teachers, parents, syllabus designers,
textbook writers, material designers and linguists who can effectively utilize the study. Some of
the practice related implications of this study are:
 Teachers should be well qualified and trained at English speaking.

58
 The syllabus designer and textbook designer should include listening and speaking lessons as
equal as reading and writing in the English curriculum. English language
curriculum/syllabuses should be designed including all supplementary teaching materials to
promote English speaking.
 Parents, teachers and school/campus administrators should work together to create an English
speaking environment both inside and outside school.
5.3.3 Further Research Related Recommendations
The following further research related implications can be recommended on the basis of above
mentioned findings and conclusion:
 The researcher can get initial data for further study of perception and challenges of secondary
school level English language learners from this study.
 This study is mainly based on statistical analysis. The further researcher can carry out similar
types of study based on qualitative design.
 This research was carried out only in secondary school in Kathmandu. The further research
can be carried out in other schools, campuses and universities in Nepal.
59
REFERENCES
Al-Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL Learners. International

Journal on Studies in English Language and Literature. Vol. 2, Issues-6, pp. 20-30.
Basyal, L. (2017). Classroom Activities used and Challenges Faced by Grade X English Teachers
in Teaching Speaking Skill. An unpublished M.Ed. thesis: T.U., Kirtipur, Kathmandu.
Bem, D. J. (1972). Self-Perception Theory. New York: Academic Press.
Brown, G. D. & Yule, G. (1983). Teaching the Spoken Language. New York: CUP.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. USA: San
Francisco State University.
Harmer, J. (2007). The Practice of English Language Teaching. (4th ed.). USA: Pearson
Education Limited.
Harris, D. (1979). Testing English as a Second Language. New York: MC. Hill Book Company
Hui, L. (2011). Improving Students' English Speaking Skill through Content-based Instruction.
An unpublished M. Ed. thesis: Sebelas Maret University, Indonesia.
Khadka, T. P. (2016). Perception of Students towards Performance in Spoken English and

Challenges they face in Speaking English: A Case of Semester. An unpublished M.Ed. thesis:
T.U., Kirtipur, Kathmandu.
Kotut, J. B. (2016). Factors Influencing Performance of English as a Subject in Kenya Certificate

of Primary Education in Nakura Town, East Sub-County, Kenya. An unpublished M. Ed. thesis:
University of Nairobi, Kenya.
Mahamoud, A. M. & Nakhalah, M. A. (2016). Problems and Difficulties of Speaking that

Encounter English Language Students at Al Quds Open University. International Journal of
Humanities and Social Science Invention. Vol. 5, Issue-12, pp. 96-101.
Pawlak, M. (2018). Investigating the use of Speaking Strategies in the Performance of Two
Communicative Tasks: The importance of communicative goals. Studies in Second Language
Learning and Teaching. Vol. 8, No. 2, pp. 269-291. Retrieved from:
https://doi.org/10.14746/ssllt.2018.8.2.5
60
Rickheit, G. & Strohner, H. (2008). Handbook of Communication Competence. Berlin: Hubert &
Co.
Rookes, P. & Willson, J. (2000). Perception: Theory, Development, and Organization. New
York: Psychology Press.
Subedi, M. (2016). Status and Challenges of Learning and Teaching Speaking at Higher
Secondary Level. An unpublished M.Ed. thesis: T.U., Kirtipur, Kathmandu.
Venderkenent, C. (1990). Teaching Speaking and Component of Speaking. New York: CUP.
Warren, R. & Wertheim, A. H. (2014). Perception and Control of Self-Motion. New York:
Psychology Press.
61
APPENDIX-I
Research Questionnaire
Dear Students,
This questionnaire is a research tool for my thesis writing entitled "Secondary Level Students’
Perception about English Speaking Performance and Challenges Faced in Speaking
English". This research is being carried out under the supervision of Lila Nath Paudel, Lecturer,
Department of English Education, Gramin Adarsha Multiple Campus, Kathmandu. From this
set of questionnaires, my aim is to collect information about your perception about performance
in spoken English and challenges you have been facing while speaking English. Due to COVID-
19 pandemic, I could not visit you physically; so, I have sent my research questionnaire online.
Your cooperation will lead my research to the proper findings. Therefore, I request you to spend
several minutes to complete a simple questionnaire. This survey does not intend to collect your
personal information. All data collected from the questionnaire would be kept confidential and
will only be used for academic research only.
Researcher
Hom Bahadur Ale
Department of English Education
Gramin Adarsha Multiple Campus
Tarkeshor, Kathmandu
Thank you for your kind cooperation.

62
I would like to humbly request you to tick one of the best alternatives for you.
S.N. Responses

Agree Disagree
1 Secondary level English language

curriculum does not focus on
speaking skill.
2 I do not speak English because I do

not understand my teachers' spoken
English.
3 Many students do not participate in

speaking activities due to their
inability to express their concept in
English.
4 I can comprehend the English

language used by my teachers.
5 I can express my ideas in spoken

English.
6 Many times lack of subject matters

hinders my speaking performances.
7 Presence of learning aids makes

learning English easier.
8 The school provides enough

textbooks of English.
9 English speaking is weak because

teachers are not linguistically
qualified and fluent in English.
63
S.N. Responses

Agree Disagree
10 Students have low English speaking

proficiency because teachers are
reluctant and pay little attention on
speaking.
11 My teacher pays attention to

teaching speaking skills.
12 Speaking performance is poor due to

anxiety in the target language
structures.
13 I do not speak English because I fear

evaluation and losing face.
14 I feel shy and do not express myself

when I am asked to speak English.
15 Learning strategies and teachers'

teaching styles influence my
16 Lack of self-confidence and

presentation skill in the classroom
affects my English speaking
performance.
64
17. How often does your teacher motivate you to speak in English?
a. Sometimes b. Always c. Mostly d. Never
18. How often do your teachers test your speaking ability communicatively?
a. Always b.Sometimes c.Mostly d. Never
19. How often do you get opportunities to practice English inside the class?
a. Always b. Sometimes c. Mostly d. Never
20. Are English language classes more interactive and conversational?

a. Always b. Sometimes c. Mostly d. Never
21. How is your English speaking performance?

a. Good b. Average c. Tolerable d. Excellent
22. What kind of feedback do you get in learning speaking from the teacher and classmates?
a. Positive feedback b. Negative feedback
c. Corrective feedback d. Zero feedback
23. Which one do you think mostly affects your speaking skill?
a. Cognitive ability b. Lack of exposure
c. Fear d. Teacher instruction
24. My English speaking is poor because of:

a. Passive learning style
b. Low use of teaching speaking materials
c. School environment
d. Topic of discussion
25. Which of the following factors cause your limited participation in the English speaking
process?
a. Lack of preparation b. Incomprehensible input
c. Shyness d. Mother tongue use
65
26. What other factors do you think because of your low speaking performance in English?
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
...................................................................................................................................................
27. Whom do you accuse for your low English speaking performance (teachers, administrators,
or curriculum designers)? Why?
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
28. Why do you feel speaking in English more problematic and which aspect of English language
(grammar, vocabulary and pronunciation) do you feel difficult in speaking? Why?
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
66
APPENDIX-II
Responses of the Respondents

Dear Students,
This questionnaire is a research tool for my thesis writing entitled "Secondary Level Students’
Perception about English Speaking Performance and Challenges Faced in Speaking
English". This research is being carried out under the supervision of Mr. Lila Nath Paudel,
Lecturer, Department of English Education, Gramin Adarsha Multiple Campus, Kathmandu.
From this set of questionnaires, my aim is to collect information about your perception towards
performance in spoken English and challenges you have been facing while speaking English. Due
to COVID-19 pandemic, I could not visit you physically; so, I have sent my research
questionnaire online. Your cooperation will lead my research to the proper findings. Therefore, I
request you to spend several minutes to complete a simple questionnaire. This survey does not
intend to collect your personal information. All data collected from the questionnaire would be
kept confidential and will only be used for academic research only.
Researcher
Hom Bahadur Ale
Department of English Education
Gramin Adarsha Multiple Campus
Tarkeshor, Kathmandu
Thank you for your kind cooperation.

67
I would like to humbly request you to tick one of the best alternatives for you.
*Required
Class: *
12
1. Secondary level English language curriculum does not focus on speaking skill. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
2. I do not speak English because I do not understand my teachers' spoken English. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
3. Many students do not participate in speaking activities due to their inability to express their
concept in English. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
4. I can comprehend the English language used by my teachers. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
68
5. I can express my ideas in spoken English. *

Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
6. Many times lack of subject matters hinders my speaking performance. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
7. Presence of learning aids makes learning English easier. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
8. The school provides enough textbooks of English. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
9. English speaking is weak because teachers themselves are not linguistically qualified and
fluent in English. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
69
10. Students have low English speaking proficiency because teachers are reluctant and pay little
attention to speaking. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
11. My teacher pays attention to teaching speaking skills. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
12. Speaking performance is poor due to anxiety in the target language structures. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
13. I do not speak English because I fear evaluation and losing face. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
14. I feel shy and do not express myself when I am asked to speak English. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
70
15. Learning strategies and teachers teaching styles influence my speaking performance. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
16. Lack of self- confidence and presentation skill in the classroom affects my English speaking
performance. *
Strongly Agree
Agree
Not sure
Disagree
Strongly Disagree
17. How often does your teacher motivate you to speak in English? *
Always
Sometimes
Mostly
Never
18. How often do your teachers test your speaking ability communicatively? *
Always
Sometimes
Mostly
Never
19. How often do you get opportunities to practice English inside the class? *
Always
Sometimes
Mostly
Never
71
20. Are English language classes more interactive and conversational? *

Always
Sometimes
Mostly
Never
21. How is your English speaking performance? *
Good
Average
Tolerable
Excellent
22. What kind of feedback do you get in learning speaking from the teacher and classmates? *
Positive Feedback
Negative Feedback
Corrective Feedback
Zero Feedback
23. Which one do you think mostly affects your speaking skill? *
Cognitive ability
Lack of exposure
Fear
Teacher instruction
24. My English speaking is poor because of: *
Passive learning style
Low use of teaching speaking materials
School environment
Topic of discussion
25. Which of the following factors limits your participation in the English speaking process? *
Lack of preparation
Incomprehensible input
Mother tongue use
Shyness
72
26. What other factors do you think because you have a low speaking performance in English? *
Answer: I think the lack of English speaking environment at our school and communities as
well as limiting English only as a subject but not practicing it as a language of
communication and some other factors are causing my low performance in spoken English.
27. Whom do you accuse for your low English speaking performance: Teachers, administrators
of curriculum designers? Why? *
Answer: I blame teachers for my low performance in spoken English because not only non-
English language teachers but also English language teachers use their L1 while
communicating with each other and they also pay almost no attention to English speaking
inside or outside of the classroom. Similarly, they are neglecting modern technology in
teaching English speaking.
28. Why do you feel speaking in English is more problematic and which aspect of English
language (grammar, vocabulary and pronunciation) do you feel is difficult in speaking? Why? *
Answer: I think speaking English is more problematic because of its grammar. Incomplete
knowledge of tense and aspects creates confusion while speaking English.

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1

1.2.Statement of the Problem

English as medium of instruction, speaking activities in the ELT classrooms, students’

The present study had the following objectives:

 To discover the perception of university undergraduates about English Education.

1.6.Delimitation of the Study

1.7.Definition of Key Terms

Speaking is an interactive communicative procedure that involves speakers and listeners.

From the above mentioned definitions, speaking can be concluded as an interactive

2.3.Types and Components of Speaking

2.3.1. Types of Speaking

A. Imitative: At one end of a continuum of types of speaking performance is the ability to

2.3.2. Components of Speaking

a. Topic and task

Ur (1996) presents the following problems of English speaking:

Khadka (2016) carried out a survey research on “Perception of students towards

2.7.Criticism of Previous Research

2.8.Implication of the Review

provided me insights on components of speaking and Brown (2004) provided me information on

Students' Performance on Spoken English and Challenges

Classeoom-related issues Students' perception

Qualification/ training Shyness/Confidence

Evaluation & feedback Use of L₁

Coordination and Vocabulary

Instructional Materials Pronunciation Secondary Level Students’ Perception about

In order to carry out research, the following methodologies will be exploited.

3.1. Research Design

Class-11 Class-12 Total

1. Everest Secondary School, Galkopakha, Thamel- 13 22 35

1. Geeta Mata Secondary School, Bijeswori, 7 18 25

3.4.Data Collection Tools

A questionnaire consisting of 16 Likert-scale statements, 9 multiple-choice items and 3 open-

3.5.Data Collection Techniques and Procedures

3.6.Data Analysis and Interpretation Procedures

ANALYSIS AND INTERPRETATION OF THE RESULTS

4.1. Analysis of Data and Interpretation of the Results

4.1.1. Analysis of Data and Interpretation of Results of Close-ended Items

4.1.1.1. Curriculum-based Factors

1. Secondary level English language curriculum focuses on speaking skill.

They provided the following responses:

Table 2 Secondary level English language curriculum focuses on speaking skill.

Statement Strongly Agree Not Sure Disagree Strongly

1 Secondary level 9 15% 40 66.67 8 13.33 2 3.33 1 1.67

4.1.1.2 Comprehension and Subject-matter Related Factors

2. I do not speak English because I do not understand my teachers' spoken English.

Statement Strongly Agree Not Sure Disagree Strongly

2 I do not speak English 2 3.33 6 10% 6 10% 34 56.67 12 20%

Statement Strongly Agree Not Sure Disagree Strongly

3 Many students do not 8 13.33 44 73.33 7 11.67 1 1.67 0 0%

Table 5 I can comprehend the English language used by your teachers.

Statement Strongly Agree Not Sure Disagree Strongly

4. I can comprehend the 21 35% 30 50 3 5% 4 6.67 2 3.33

Table 6 I can express my ideas in Spoken English.

Statement Strongly Agree Not Sure Disagree Strongly

5. I can express my ideas in 24 40 23 38.33 7 11.67 2 3.33 4 6.67

Table 7: Many times lack of subject matters hinders my speaking performances.

Statement Strongly Agree Not Sure Disagree Strongly

6 Many times lack of 5 6.67 39 65% 12 20% 2 3.33 3 5%

Bar-Chart 1 displays the total percentages of secondary level students' responses on

Bar-graph 1: Comprehension and Subject-matter Related Factors

Strongly Agree Agree Not Sure Disagree Strongly Disagree

4.1.1.3 Teaching and Learning Materials Related Factors

7. Presence of learning aids makes learning of English speaking easier.

Table 8: Presence of learning aids makes learning English easier.

Hom Bahadur Ale's Thesis Report

Hom Bahadur Ale's Thesis Report