An_Najah National University

Faculty of Graduate Studies

Methods of teaching Department

Title:

"Speaking Teaching Challenges to the EFL Teaching During

the Pandemic"

Prepared by:

Bissan Khalilia

Supervised by:

Dr. Suzan Arafat

2022-2023
 Abstract
This study aims to know the challenges facing teachers of English as a second

language and to try to find solutions to these challenges and difficulties. The study used the

qualitative method which is the best method for the studies that use resources and previous

literature to reach results. While, The study used content analysis which is done by reading

previous studies and summarizing the most important results that are found, then making a

discussion about the results. The researcher answered the questions posed in the first

chapter as shown above, and accordingly the researcher concludes that, the implementation

of teaching speaking skills during the Covid-19 pandemic as the part of distance learning

has various problems. Those problems are experienced by teachers, students, and parents.

The problems faced by teachers include weak mastery of computer skills and limited

access to supervision towards students. While, the problems of students are in the form of

inactivity in following learning, limited supporting facilities, and internet network access.

Whereas, the problem of parents is in the form of limited time in accompanying their

children during classes. Those various problems can be overcome by implementing several

of the strategies mentioned in this research. Lastly, the researcher created the theoretical

literature for the study, and then compiled previous studies that are related to the subject of

the study, then analyze them, draw conclusions, discuss them and finally write

recommendations.

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III
 Table of Contents

Chapter One: “Introduction”.............................................................................................3

Introduction:.......................................................................................................................4

1.1 Purpose of the Research:..............................................................................................5

1.2 Questions of the Research:...........................................................................................6

1.3 Scope of the Research:.................................................................................................6

1.4 Significance of the Research:.......................................................................................6

1.5 Statement of the Research:...........................................................................................6

1.6 Methodology of the Research:......................................................................................7

1.7 Definitions of the Terms:..............................................................................................7

Chapter Two: "Literature Review"...................................................................................8

Introduction:.......................................................................................................................9

2.1 Speaking:......................................................................................................................9

2.1.1 The Nature of Speaking:........................................................................................9

2.1.2 The Elements of Speaking:..................................................................................10

2.1.3 Accuracy and Fluency:........................................................................................11

2.1.4 Developing Speaking Skills:................................................................................11

2.2 Teaching L2 English Speaking:..................................................................................13

2.3 Online Learning:.........................................................................................................13

2.4 Is Online Teaching Effective?....................................................................................13

2.5 Challenges of Online Education during Covid-19:....................................................15

2.6 Theoretical Framework:.............................................................................................16

2.7 Previous Studies:........................................................................................................18

2.8 Differences and Similarities:......................................................................................24

2.9 Summary:...................................................................................................................25

Chapter Three: “Findings and Methodology”................................................................26

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 Introduction:.....................................................................................................................27

3.1 Research Findings:.....................................................................................................27

3.2 Research Methodology:..............................................................................................31

3.3 Conclusion:.................................................................................................................31

3.4 Summary:...................................................................................................................32

Chapter Four: "Conclusion and Recommendations"....................................................33

Introduction:.....................................................................................................................34

4.1 Discussion:.................................................................................................................34

4.2 Conclusion:.................................................................................................................35

4.3 Recommendation:.......................................................................................................36

References...........................................................................................................................37

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Chapter One: “Introduction”

3
Introduction:

Speaking is one of productive skills that should be learned by students. (Brown,

2001) States that speaking as an interactive process of constructing meaning that involves

producing, receiving, and processing speech of sounds as main instruments. In addition,

(Cameron L. , 2001) states that speaking is used to express meanings so that other people

can make sense of them. In other word, speaking is an important skill that is used to

communicate with other people.

Related to the importance of speaking, it is not an easy for the teacher to teach

speaking in the classroom. In fact, most of the students are reluctant to speak up in the

classroom and they have low motivation. It is supported by (Nunan, 1992), he states that

there are some challenges in teaching oral skill in EFL classroom namely lack of

motivation, and they tend to use their first language.

To improve students speaking skill, teacher should find the appropriate technique

of teaching speaking. It means that teacher plays an important role to create interesting

teaching and learning process. In this research, the researcher would like to choose role

play to solve the problem of speaking. (Harmer J. , 2007) Says that role play can stimulate

the students in real world and it gives learners an opportunity to practice communicating in

different social contexts and different social roles (Larsen-Freeman D. , 1986).

The coronavirus pandemic has changed education scenario all over the world

where, for a period of time, institutions and schools were closed (Khatoony &

Nezhadmehr, 2020). In response to the phenomenon, teachers are enforced to utilize

technology and transform teaching learning activities into a virtual format. Fortunately,

technology implementation provides significant opportunities for language teachers to

adopt online application and instruments to enhance learners’ proficiency in difficult

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conditions, for instance during Coronavirus pandemic (Ibid). This online learning has

substantially changed the way people learn (Sun, 2011).

EFL teaching and learning process has been around for years. The media used in

English as Foreign Language classes has evolved in some countries, along with the

development of technology. Some face to face classrooms are slowly progressing into

online classes (Lee & Lee, 2019); (Nartiningrum & Nugroho, 2020). Some previous

studies have discussed this shift in various countries. (Ja’ashan, 2015), for instance,

investigated students’ perception and attitudes on blended learning for English courses.

1.1 Purpose of the Research:

Recently the world, especially the third world, including Palestine, witnessed a

noticeable decline in various fields, especially in educational field due to the spread of the

COVID-19 pandemic. Whereas, there are many challenges that students face when

engaging in virtual learning. One of these challenges is that the instructors are not able to

discern whether all of the students are keeping up with the lecture or not and as a result,

students miss a major part of the lecture and feel unprepared when there is an assessment

being given. Another issue is that some students will always participate more than others

leaving instructors unable to determine whether the student's lack of participation is due to

them being highly focused during the lecture or simply not engaging properly. Another

challenge virtual student’s face is they often become distracted and miss the key points of

the lecture as a result of their home environment. Also, in virtual learning, students feel

less confident to ask questions when they require clarification about part of the lecture and

as a result, will again be unprepared for assessments administered by the instructor. In

sum, Teachers tried to find solutions to continue the study through the developments of the

educational programs.

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1.2 Questions of the Research:

This study aims to identify challenges that faced teachers in teaching EFL speaking

skills during the pandemic. The study arises the following questions?

The research also tries to find answers for the following sub-questions:

1. What are the main challenges for teaching speaking during the pandemic?

2. What are the learning were experiences – tools – activities - resources that used in

teaching speaking during the pandemic?

3. What was the role of the teacher in teaching speaking?

4. What are the solutions that can be used in order to minimize the challenges in

teaching speaking skills?

1.3 Scope of the Research:

This study attempts to study the challenges faced English teachers in teaching

English as a foreign language in speaking skills during the Corona pandemic and took up a

place at Jamal Abdul Nasser Secondary school for girl (B).

1.4 Significance of the Research:

The current study is considered important for the following reasons:

1. It focuses on the challenges faced English teachers in teaching English as a

foreign language in speaking skills and, it focuses on the challenges that faced

in that Corona period.

2. This study highlights some important solutions to these challenges, and this

study is a new topic that needs to be studied in all its merits.

1.5 Statement of the Research:

This study aims to analyse the challenges of teaching speaking skills in teaching

English as a foreign language that teachers face during the Corona pandemic and solutions

to solve them. Research data sources are collected through printed or online textbooks,

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articles from journal websites, legal regulations, and other sources relevant to the research

problem.

1.6 Methodology of the Research:

The method of this study used qualitative narrative inquiry. The subject of this

current study is EFL teachers that faced challenges in teaching speaking skills. The study

used qualitative narrative inquiry. During the data collection, the researcher collected the

data and information through the online platforms.

1.7 Definitions of the Terms:

 Speaking: is defined as an interactive process of constructing meaning that involves

producing, receiving and processing information. Its form and meaning are dependent

on the context in which it occurs, the participants, and the purposes of speaking (Burns

& Joyce, 1997).

 Corona Virus: Coronaviruses are a type of virus. There are many different kinds, and

some cause disease. A newly identified coronavirus, SARS-CoV-2, has caused a

worldwide pandemic of respiratory illness, called COVID-19 (Sauer, 2020).

 EFL teaching: EFL stands for English as a Foreign Language. Usually, this refers to

English being taught in a Non-English speaking country but may also refer to any

situation where English is being taught to a speaker of another language (Barber, 2000).

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Chapter Two: "Literature Review"

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Introduction:

Speaking is one of the important skills in human. (Nunan, 1992) Says that the

importance of speaking skill is obviously noticed regarding the role of human as social

being who depends himself more on speaking rather than writing when interacting with

others. It is supported by (Brown, 2001), speaking is an interactive process of conducting

meaning that involves producing, receiving and processing information. It can be

concluded that speaking is a tool of communication to each other’ where the speaker can

deliver his/her idea, opinion, feeling through verbal skill to the listener.

2.1 Speaking:

2.1.1 The Nature of Speaking:

Speaking is the most natural way to communicate. It is also used for interacting

between two people in daily life, such as: at school, at home or some other places. As

Gottlieb quoted Underhill's opinion “speaking generally involves two ways communication

with interactive role switching between the speaker, who conveys a message, and the

listener, who interprets responds to it”. (Gottlieb, 2006)

Besides, speaking also is the way to express ideas, opinions, or feelings with others

by using words or sounds in delivering message. As human beings, especially as social

creatures have a need to make meaning of their surroundings by communicating each

other. They have a need to express their thoughts, opinions, or feelings in order to be

accepted in social life. Speaking does not only make sound by the speech organs but ideas

and emotions. As Cameron states “Speaking is the active use of language to express

meaning so that other people can make sense of them, therefore, the label of “receptive”

and “productive” uses of language can be applied to speaking respectively”. (Cameron L. ,

2001)

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 In addition, in delivering ideas and meanings of a certain situation, a speaker has to

use an accurate pattern and choose the correct words that fit into it. As Ur stated “people

who know a language are referred to as "speakers‟ of that language, as if speaking

included all other kinds of knowing; and many if not most foreign language learners are

primarily interested in learning to speak”. (Ur, A Course in Language Teaching, 1996)

Another expert Marianne also stated “the ability to speak a language is synonymous with

knowing that language since speech is the basic means of human communication”. (Celle-

Murcia, 2001) As a result, a speaker should know well about a language that he or she is

used for communicating; in order to her or his interlocutor get a good understanding and

interest with what he or she said. Based on the definitions above, it can be concluded that

speaking is the process of sharing information with another person, one's knowledge,

interests, opinions or ideas. Besides, speaking also is the way to make someone interest to

the information that the speaker wants to share.

2.1.2 The Elements of Speaking:

Speaking is very important for student to acquire the ability to express their ideas and

opinions. Consequently, this competency should be mastered by learners‟ language.

According Jeremy Harmer, there are two elements of speaking. First, language features,

consist of:

a. Connected speech is the modifying in sound production or utterances such as

assimilation, omission, addition, and weakened (through contraction and stress

pattering)

b. Expressive devices are the alteration of speed, volume, and stress of utterances to

show the feeling. The use of device contributes the ability to convey meaning.

c. Lexis and grammar related to the ability to use number common lexical phrases,

especially in the performance of certain language functions

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d. Negotiation language is the ability to gets benefits from negotiators language we use

to seek clarification and to show of structure of what we are saying.

The second element of speaking is mental or social processing, consist of:

a. language processing: the ability to process language in their own heads and put it into

coherent order so that it comes out it forms that are not only comprehensible, but also

convey the meanings that are intended.

b. Interacting with others. It's mean that speaking also involves a good deal of listening,

and understanding of how the other participants are feeling.

c. Information processing: the ability to process the information the moment we get it.

(Harmer J. , 1998)

In a conclusion, the elements of speaking are language features; which includes

pronunciation, grammar, vocabulary, fluency, and comprehension, and mental or social

processing.

2.1.3 Accuracy and Fluency:

Speaking is the production skill that is included in two main categories: accuracy

and fluency. Accuracy consists of using vocabulary, grammar and pronunciation through

some activities, fluency take into account “the ability to keep going when speaking

spontaneously” (Gower, Phillips, & Walters, 1995). (Bygate, 1987) Identified two

elements: production skill and interaction skill. In production skill, speaking ability take

place without time limit environment and in interaction skill, there is a negotiation between

learners. Both skills help learners to improve their speaking ability easier. (Stuart, 1989)

Proposed that learners should plan and adjust their talk; and effective speakers should be

proficient by practicing. It shows that speaking is high risking activity that creates anxiety

and causes learners worry about losing face.

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 2.1.4 Developing Speaking Skills:

One of the most important goals of teachers is to enable learners to use English for

communication. According to many theories, speaking skill can be improved by games,

role play, etc. Evidence shows that speaking should incorporate activities in a group work

(Oradee, 2012). There are some types of speaking performance that can help students to

improve speaking skill (Brown, 2007).

 Imitation

Students should pay attention to certain vowel sounds and intonations; next they

should imitate correctly. Meanwhile learners need to practice an intonation contour or to

find exactly certain vowel sound.

 Responsive

It refers to short replies to teachers. It can be learners to initiated questions or

comments. Students should be active in the classroom. They should reply to teachers’

questions and comments. They should participate in the classroom.

 Intensive

Any speaking performance is planned to practice some phonological or

grammatical features of language that can be self-initiated or pair work activity.

 Transactional Dialogue:

It is used to convey a message or exchange the information. In addition, it is

utilized to elaborate a concept or to manifest the purpose of something. Learners should

participate in conversation.

 Interpersonal Dialogue

It is regarded as maintaining social relationships not for transmission of facts and

information involves factors like: casual register, colloquial language, slang, ellipsis,

sarcasm and a covert “agenda”.

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 Extensive

It refers to students at intermediate to advanced levels that are asked to provide

extensive monologues in the form of oral reports, summaries or short speech [ibid].

2.2 Teaching L2 English Speaking:

Speaking is a means of expressing meaning in speech (Alsaedi, 2012; Fulcher,

2003). Speaking in L1 and L2 is a productive skill that is acquired unconsciously in L1 and

consciously in L2. Conversely, writing and reading are learned consciously in both L1 and

L2 (Sharma, 2015), and are learned later in life because they are skills that need to be

taught.

In his investigation of factors affecting undergraduate students speaking skills,

(Hamad, 2013), found that the main obstacle to speaking English was the students’ fear of

speaking it, even in more private conditions such as making a phone call. The students

attributed this to a lack of opportunities to speak English and to strategies implemented by

their teachers, who focused more on improving their listening skills than their speaking

skills. This is supported by (Alharbi, 2015), who stated that practicing English in authentic

situations is difficult in EFL contexts.

2.3 Online Learning:

Online or electronic learning (E-learning) has become an important aspect of the

provision of education materials around the world. However, the extent to which it is used

differs from place to place (Harandi, 2015). Using email in communication and E-books in

teaching have become common practices in the vast majority of universities around the

world (Ibid). However, technology has yet to replace the traditional teacher-classroom-

student form of teaching. Saudi universities started to adopt online learning in their

teaching plans by establishing institutes and colleges to work on transforming the form of

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learning (Al-Asmari & Khan, 2014), and implementing online learning has been the focus

of the Saudi Ministry of Education since 2005 (Alhabeeb & Rowley, 2017).

2.4 Is Online Teaching Effective?

The move to online teaching is not a new phenomenon. Several recent studies

reveal many advantages of online classes like ‘students have more control over their

studies and have more opportunities at their disposal for reflection. Online students tend to

be organized and are self-starters who can accomplish their work without close

supervision’ (Zakarneh, 2018). However, many studies have also highlighted various

issues with the effectiveness of online teaching, communication, technology, time

management, pedagogy, and assessment (Gilbert, 2015).

(Dudeney & Hockly, 2007) Emphasized that technology and language teaching go

hand in hand. However, they also pointed out anxiety among many teachers in dealing with

technology in language teaching, despite academic institutions' advanced educational

equipment in language teaching.

Despite unprecedented growth in online English language teaching, EFL learners'

desired goals have hardly been achieved due to the shortage of quality education,

institutions, and tools. Many studies also discovered that several learners fail to participate

successfully in online classes due to a lack of online learning skills (Kebritchi, Lipschuetz,

& Santiague, 2017). 'While the number of programs and courses online continues to grow,

the acceptance of this learning modality by faculty has been relatively constant' (Allen &

Seaman, 2010).

Nowadays, the challenges to access online learning are less because both learners

and teachers have been experienced the excellent opportunity of knowing and interacting

with educational technology tools such as mobile-based learning, computer-based learning,

and web based learning (Pellegrini, Uskov, & Casalino, 2020). According to (Prensky,

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2001), today’s learners are entirely different from their predecessors because they are

native speakers of the technological language. Their interaction with the virtual and digital

world is more. The interactions of today’s’ learners with different sorts of technology for

various purposes enabled them to be active recipients of e-learning (Sosulski & Vai, 2015).

2.5 Challenges of Online Education during Covid-19:

During this long pandemic duration, several critical studies were come up with

regard to the myriad impact of Covid-19 on education (Li & Lalani, 2020). Their studies

exhibited that although the concept of an online class is not new, it has become quite

challenging for teachers and students who had no earlier experience of online teaching and

learning. Teachers and students had a little time to prepare for this sudden shift from

regular face to face classes to online classes.

In addition, shifting from traditional classes to online mode raised several questions

on other issues, like teachers’ capability of using educational technology, lack of proper

infrastructure, and other resources (Utama, Levani, Rumkhullah, & Paramita, 2020).

In December 2019, an outbreak of a novel coronavirus, known as COVID-19,

occurred in China and has spread rapidly across the globe within a few months. COVID-19

is an infectious disease caused by a new strain of coronavirus that attacks the respiratory

system (World Health Organization, 2020). As of January 2021, COVID-19 has infected

94 million people and has caused 2 million deaths in 191 countries and territories (John

Hopkins , 2021). This pandemic has created a massive disruption of the educational

systems, affecting over 1.5 billion students. It has forced the government to cancel national

examinations and the schools to temporarily close, cease face-to-face instruction, and

strictly observe physical distancing. These events have sparked the digital transformation

of higher education and challenged its ability to respond promptly and effectively. Schools

adopted relevant technologies, prepared learning and staff resources, set systems and

15
infrastructure, established new teaching protocols, and adjusted their curricula. However,

the transition was smooth for some schools but rough for others, particularly those from

developing countries with limited infrastructure (Pham & Nguyen, 2020).

Inevitably, schools and other learning spaces were forced to migrate to full online

learning as the world continues the battle to control the vicious spread of the virus. Online

learning refers to a learning environment that uses the Internet and other technological

devices and tools for synchronous and asynchronous instructional delivery and

management of academic programs (Usher & Barak, 2020). Synchronous online learning

involves real-time interactions between the teacher and the students, while asynchronous

online learning occurs without a strict schedule for different students (Singh & Thurman,

2019). Within the context of the Covid-19 pandemic, online learning has taken the status of

interim remote teaching that serves as a response to an exigency. However, the migration

to a new learning space has faced several major concerns relating to policy, pedagogy,

logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt &

Ramot, 2020). With reference to policies, government education agencies and schools

scrambled to create foolproof policies on governance structure, teacher management, and

student management. Teachers, who were used to conventional teaching delivery, were

also obliged to embrace technology despite their lack of technological literacy. To address

this problem, online learning webinars and peer support systems were launched. On the

part of the students, dropout rates increased due to economic, psychological, and academic

reasons. Academically, although it is virtually possible for students to learn anything

online, learning may perhaps be less than optimal, especially in courses that require face-

to-face contact and direct interactions (Franchi, 2020).

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2.6 Theoretical Framework:

The application of technologies and digital literacies have been developed and

improved (Coiro, Knobel, Lankshear, & Leu, 2008). The pedagogical theories and teaching

approaches need to respond to the novel methods of using technology and how it can be

integrated into learners’ education effectively. Many theories are involved in educational

processes, techniques, and approaches. However, they still adhere to traditional methods of

learning. The theoretical perspective which reinforced the development of the new

pedagogies is the engagement theory (Mwanza & Engeström, 2005). In this theoretical

approach, the focus is on the interaction between humans and computers. It played an

essential role in learning expansion using instruments, tools, mediation, etc. this theory

highlights the potential impact on teaching and learning using new tools as vehicles for

modernizing, contextualizing, and transforming activity procedures (Ibid).

Education is crucial for social and economic change. For students, new information

and communication technologies, as well as the development of applications for mobile

devices, have brought extraordinary changes not only in education but also in society

(Concannon, Flynn, & Campbell, 2015). Although there are some studies on the use of

social media in education, the research on how they impact students’ skills is scarce. With

this paper, the researcher aim to fill this gap with the use of engagement theory as the

theoretical lens.

The engagement theory was introduced to the literature by (Kearsley &

Shneiderman, 2008). The underlying principle of engagement theory is that in order to

make learning effective, students must be involved or “engaged” in their course of study

through meaningful tasks and interaction with others (Tucker & Clarke, 2014). The

engagement theory does not assume the need to support the educational process with the

use of technology. However, technology may enable student engagement which could not

17
have otherwise been accomplished. Therefore, it is used as a conceptual framework for

technology-based learning and teaching (Pange, Lekka, & Toki, 2010).

According to this theory, to achieve student engagement, three components, linked

to learning skills that emerge, are required. „Relate” represents the need for collaboration

in learning and development of soft skills. „Create” means that students should be involved

in assignments that are project-based, which requires defining problems and conducting

original projects. „Donate” requires learning activities to be taken outside the academic

environment and emphasizes the need for students to actively participate and contribute

meaningfully to the wider community while teaching (Thompson, 2009).

Collaboration and involvement of the students are achieved with the use of

communication, planning, management, and social skills, which are integral to working in

teams (Ibid). As a result, students engage by working together, seeking input and

clarification from each other, motivating each other as well as learning about one another

(Ibid). Becoming a part of a successful collaborative team allows students to effectively

engage in the learning process and might be found useful in their future professional life.

Collaboration is not a new approach in learning. However, historically speaking, students

have been taught to work and learn on their own rather than in a team. As (Ibid) argue,

collaborative learning increases students’ motivation to learn and gives them the

opportunity to work in groups that are often quite diverse in terms of skills and

backgrounds. It helps them to get an understanding of diversity and multiple perspectives.

Engagement theory in the computer-based learning environment does promote

interaction. However, this interaction is understood as human interaction in the context of

group activities, not individual interaction with an instructional program, measured, e.g.,

with the number of key presses or mouse clicks. Therefore, computers and the internet use

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 are regarded as communication tools in the educational process, and not just a form of

media delivery device (Ibid).

2.7 Previous Studies:

 The First previous study is conducted by: “Abdulrahman Al-Zamil” entitled by:

“Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience

during the COVID-19 Pandemic”, (Alzamil, 2021). In March 2020, schools in the

Kingdom of Saudi Arabia were suspended. Online learning became a substitute for

traditional face-to-face learning. This study addresses the implications of this shift for the

attitudes of university-level English majored Saudi students taking a listening and speaking

course. The study investigated the students’ attitudes towards:

a) The importance of speaking in English.

b) Teachers use of emails to communicate their feedback on students’ English-

speaking tasks.

c) Online teaching of English speaking.

d) Online learning and teaching of the English language.

The data collection tool was a 21-item questionnaire. The participants were 18

second-year male Saudi students who were studying English at a Saudi university. The

findings showed that the participants: a) had positive attitudes towards the importance of

speaking English; b) appreciated the benefits that online learning offers, but felt it could

not replace face-to-face learning.

 The Second previous study is conducted by: “Sri Lestari, Yousef Ahmad and Sumarta”

entitled by: “EFL Students’ Perception of Speaking Course through Debating Process

during the Pandemic”, (Lestari, Ahmad, & Sumarta, 2021). Speaking is one of four

crucial skills in English language learning. The pupils communicate and share their

thoughts by language in their everyday life. They use language to make an order, to

19
 communicate with others, to express their emotions, thoughts and ideas. Speaking is one of

the subjects in an English Education Department, the researcher inspired to evaluate

whether the debating method increase the student’s speaking skill or not, especially during

the outbreak of the corona virus. As the impact of this virus matter, education is one of

some fields got impacted, so schools and universities are closed for more than a year. The

new way of teaching learning could be a challenge for both students and instructors.

Moreover, there is a need to know on how the students’ perception toward the teaching

learning process via video conference, was it feel the same. However, this paper

investigates the EFL students’ perception of speaking courses through the debating process

during the pandemic. This study employing qualitative narrative inquiry. The data gathered

from some the experiences of three Indonesian EFL students in university. The author was

done collected the data conducted a semi structured interview using a call through

messages application. The study found that the participants’ perceptions toward speaking

course conducted via video conference encourage their critical thinking, their team-work,

students’ social skill and their interest towards the subject. It seems that the debate

technique is impacted the students positively by promoting their critical thinking, social

skill, team work and students’ satisfaction towards the subject.

 The Third previous study is conducted by: “Wulandari Putri” entitled by: “The

Challenge of Language Teacher Online Learning Pedagogy England during the

Covid-19 Pandemic”, (Putri, 2021). The COVID-19 outbreak enforced teachers to shift a

face to face learning into virtual learning, widely known as E-Learning, hastily. The

problems and challenges might arise due to the quick shift of learning format. Therefore,

this study was aimed at investigating the challenges faced by primary and secondary EFL

teachers in conducting online English learning during this pandemic. The qualitative

method was used by involving three teachers representing each level of education,

20
 including primary level and secondary level. The teachers were chosen purposively by

considering various criteria. An open-ended questionnaire was distributed through a

Google form. The data were then analyzed inductively. Findings show that productive

skills, including speaking and writing skills, become the most challenging skills to teach.

Moreover, giving feedback and teaching difficult materials in the basic competence also

become the challenges in conducting e-learning for EFL teachers. Therefore, a training

specifically provides an effective strategy and approach in online environment is

required.

 The Fourth previous study is conducted by: “Ali Erarslan” entitled by: “English

language teaching and learning during Covid-19: A global perspective on the first

year”, (Erarslan, 2021). The world recently witnessed the unexpected emergence of a

coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of

human life. The sudden lockdown that came with the announcement of the pandemic

affected health systems, the world economy and, inevitably, education systems across the

globe. Due to the pandemic, schools and universities were closed, face-to-face education

was suspended and a shift to emergency online teaching was instituted. English language

training took its share in this transition and several studies were conducted to investigate

the effects of the pandemic on emergency online teaching and the learning of English. This

integrative literature review study analyses and synthesizes the research studies conducted

between March 2020 and February 2021 to illustrate the first year of the pandemic in terms

of English language teaching and learning globally. Thus, 69 research studies were

selected for analysis. Findings show that the emergency online teaching and learning of

English mainly created challenges due to the internet connection problems and students’

access to computer or smart phones. On the other hand, contributing the teachers’ digital

literacy skills, the significance of online teaching and learning in case of emergency

21
 situations was highlighted as the findings showed. The studies produced conflicting results

in terms of the implementation of emergency online teaching and learning practices,

English language teachers and students’ perceptions and attitudes, the affective,

motivational and cognitive aspects, and the impact of emergency online teaching on the

language development of students.

 The Fifth previous study is conducted by: “Leli Efriana” entitled by: “Problems of

Online Learning during Covid-19 Pandemic in EFL Classroom and the Solution”,

(Efriana, 2021). This literature study aims at analyzing online learning difficulties faced by

EFL teachers and students, and students’ parents during the Covid-19 pandemic and

solutions to solve them. Research data sources are collected through textbooks in print or

online form, articles from periodical journal websites, law regulations, and other sources

which are relevant to the research problem. The data was analyzed qualitatively with an

interactive model, covering data collection, data reduction, data presentation, and

conclusions. The implementation of the online learning during the Covid-19 pandemic,

especially in EFL learning, caused various problems for teachers, students, and parents, as

indicated in the current study.

 The Sixth previous study is conducted by: “Yong Ying, Winson Siang, Maslawati

Mohamad” entitle by: “The Challenges of Learning English Skills and the Integration

of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the

Challenges during COVID-19 Pandemic”, (Ying, Siang, & Maslaw, 2021). During the

COVID-19 pandemic, the abrupt closures of all learning institutions have caused English

as second language (ESL) learners to have significant difficulties learning the English

language especially for speaking skills. Speaking is one of the most important skills to

learn because it is the primary mode of communication around the world. However, the

majority of ESL learners are still trying to improve their English speaking abilities. Since

22
 the implementation of the COVID-19 lockdowns, e-learning has been a well-known

solution all over the world. Learners and educators need more time to adjust to online

teaching and learning because most of them are exploring new technical innovations and

strategies to be used in the classroom. As a result, this study includes a literature review on

the challenges ESL learners encounter in learning speaking skills, as well as the use of

social media and video conferencing tools to teach speaking skills. Lack of motivation and

self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced

by ESL learners. Hence, it is vital to determine the technology intervention used in

teaching and developing speaking skills among these learners based on previous study.

During the COVID-19 pandemic, some of the interventions in teaching speaking skills

included utilizing social media and video conferencing applications like Facebook,

WhatsApp, and others for online teaching and learning. Educators of English as a Second

Language (ESL) might then pick the ones that would work best in their particular

classroom.

 The Seventh previous study is conducted by: “Arief Atmojo, Arif Nugroho” entitle by:

EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19

Pandemic in Indonesia, (Atmojo & Nugroho, 2020). In view of the COVID-19 pandemic

and government policy to carry out online learning, the present research is aimed at

investigating how EFL teachers carry out online EFL learning and its challenges. 16 EFL

teachers volunteered to participate in this research through invitation. The EFL teachers

were requested to make written reflections regarding their practices in carrying out online

EFL learning and the challenges they encounter. Five of them were involved in a follow-up

interview individually. Semi-structured interview was administered. Data coding was done

and appropriate extracts were informed in results section. To validate the data, data coding

was done independently by both researcher, continued by several cycles of discussion. As

23
 results, the EFL teachers have carried out online learning through a series of activities

ranging from checking the students’ attendance to giving score on the students’ works

synchronously or asynchronously depending on each school policy. Various applications

and platforms ranging from learning management system to additional resource are

employed. However, many problems emerge from the students, the teachers, and the

students’ parents along with the valid reasons. Therefore, the online learning does not run

well since it lacks of preparation and planning. Implications for better online learning are

discussed. Future prospective researches are directed and encouraged.

 The Eighth previous study is conducted by: “Tawhida Akhter” entitle by: “Problems

and Challenges Faced by EFL Students of Saudi Arabia during COVID-19

Pandemic”, (Akhter, 2020). The teaching of English as a Foreign Language (EFL) is very

interesting but at the same time is considered difficult particularly for those students who

have read most of the subjects of their courses in their mother tongue.  The four skills viz,

Listening, Speaking, Reading and Writing are necessary for learning a foreign language

and an imbalance in any skill can hamper the whole process. All the skills are important

but during present pandemic situation listening skill is considered as a problematic skill

particularly in a foreign language context where practice opportunities are limited because

of the world pandemic COVID-19 that hampered all our teaching and learning process.

This study aimed to explore the problems and challenges faced by EFL students because of

the limited resources. An online survey method was followed to collect data from a group

of Saudi EFL students (n = 100) using the Listening Comprehension Processing Problems

Questionnaire. The results indicated that these students experienced moderate to high

levels of difficulty in all the skills particularly in ‘Listening’ because of limited resources.

The findings are expected to have useful implications for teachers who intend to address

these problems of EFL learners. Analysis of the findings revealed that most of the students

24
encountered problems in listening most of the times during online classes sometimes

because of physical and sometimes other barriers. Discussion and implications of these

findings are presented.

2.8 Differences and Similarities:

The researcher mentioned some previous studies related to the topic of this study,

which is the speaking teaching challenges to the EFL teaching during the pandemic. The

researcher found that there are some differences and similarities between this study and

previous studies, as this study is in the year 2021-2022 and Jamal Abdul Nasser Secondary

School for girl (B). This study is similar to Abdulrahman Al-Zamil study in terms of the

type of analysis that focused in the study of Al-Zamil and Sri Lestari, Yousef Ahmad and

Sumarta on the analysis of teaching speaking skill during the Corona pandemic. This study

differs from the rest of the studies in terms of the type of analysis, but it was similar to

them in the same time period, which is the period of the Corona pandemic.

2.9 Summary:

In this chapter the researcher discussed the literature review of the study which are:

First, the researcher mentioned Speaking and its nature and elements, then mentioned

accuracy and fluency as a major parts of speaking skills and the development of speaking

skills, then discussed teaching L2 English speaking, then made talking about online

learning then ask a question which is: Is online teaching effective and then mention the

challenges of teaching speaking skills in Corona period, then the researcher discussed the

frameworks and at the end, the researcher mentioned some previous studies and comments

on them.

25
Chapter Three: “Findings and Methodology”

26
Introduction:

In this chapter, the researcher will find and discuss the results of the research by

answering the questions raised in the first chapter and finding their solutions according to

what the researcher concluded through his attempt to answer these questions.

3.1 Research Findings:

Online learning is an educational system that uses an interactive online model and

learning management system. As for teaching the skill of speaking to students in the

Corona pandemic, it is going through great challenges that this study is interested in

finding and finding logical solutions for it and on this basis the researcher in this section

will answer the questions asked in the first chapter, which are as follows:

 First Question: What are the main challenges for teaching speaking during the

pandemic?

The researcher concluded some problems and challenges for teaching speaking skill

during the Corona pandemic, which are as follows:

1. The first problem, some students do not have devices such as gadgets or computers as

online learning media, if any, they belong to their parents. To study online, a student

often has to take turns using it with his parent. Another student sometimes gets a turn

27
 to use the device after his parent goes home after work. Some of the students’ parents

go home at night, whereas students’ online learning schedules generally start in the

morning until noon. And assimilation of a difficult skill to comprehend, such as the

skill of speaking, requires the student to be distinguished by the skill of listening to be

able to speak what he hears.

2. The second problem, some students are less enthusiastic to participate in online

learning even though they are supported by adequate facilities, such as computers,

androids, and the availability of an internet network. They are less concerned about the

importance of EFL literacy and task submission. As a result, assignments that should

have been submitted within one week period were often stretched to two weeks.

3. The third problem is that a number of students live in areas that do not have internet

access. They cannot receive lesson materials and assignments delivered by teachers via

the internet network. In addition, the duration of online learning that has been going on

for months has caused students bored and lazy.

4. The fourth Problem is As long as the student does not listen to audio clips in English,

he will not be able to speak because listening skills are one of the most important skills

of English, due to several factors, including shyness and hearing loss with physical

problems or the student's personality with isolated and speechless qualities.

Apart from teachers and students, parents also experience problems with this online

learning. The condition of the students’ parents also affects the implementation of online

learning. They generally work outside the home, such as working in government sectors,

private sectors, and self-employed fields, so that they can hardly monitor, guide, and assist

their children in learning to solve the difficulties they face. In addition, some parents

complain that online learning adds to their expenses, namely internet costs.

28
  Second Question: What are the learning were experiences, tools, activities and

resources that used in teaching speaking during the pandemic?

As the COVID-19 pandemic continues, the education field is producing a growing

body of useful resources to support student learning and well-being during school closures,

the resources are grouped into three broad sections, according to their purpose:

1. Curriculum Resources: These include lessons, videos, interactive learning modules,

Audios of lessons, and any other resources that directly support students in acquiring

knowledge and skills.

2. Professional Development Resources: These are resources which can support teachers

or parents in supporting learners, guiding them to content, developing their skills to

teach remotely, or more generally augmenting their capacity to support learners now

learning more independently and at home, rather than at school.

3. Tools: These include tools that can help manage teaching and learning, such as

communication tools such as: Mobile Phones, Laptops, Tablets, Personal Computers,

cameras, cassettes, and printers… etc. and learning management systems or other tools

that teachers, parents or students can use to create or access educational content.

 Third Question: What was the role of the teacher in teaching speaking?

Speaking subject teachers need to speak actively in teaching and learning process

and may use teacher’s talk to encourage the students to speak and respond the instructions

in the speaking class actively , Speaking activities will be good if teachers consider three

reasons why speaking tasks are given to the students.

1. The first is rehearsal; speaking activities should be designed to give the students

motivation to rehearse what they have learned. The activities may like having students’

free discussion, which is believed to give them a chance to rehearse by having

discussions outside the classroom. Another possible activity is having the students take

29
 part in a role-play of a real-life event that is usual in their environment. This may give

them the opportunity to practice like in real life.

2. The second is feedback. Teachers have to design task that can make students try to use

all of the target language they have already known, for this may offer feedback for both

the teacher and the students. The teacher can control the class from the feedback.

Teachers can evaluate whether the class is going well or not and to find out the

problems.

3. The third is engagement. Speaking activities should be enjoyable and give high

motivation to students. When all students can participate actively in an activity, they

will feel completely satisfied from the activity. So the teacher should set up the

speaking activities correctly and give understanding and valuable feedback.

 The Fourth Question: What are the solutions that can be used in order to

minimize the speaking skills?

To minimize the barriers or obstacles in teaching speaking skills faced by teachers,

especially in EFL learning, the researcher find several solutions that can be applied:

1. Teachers should prepare learning materials as interesting as possible. The subject

material presented in PowerPoint slides accompanied by learning videos will be felt

more alive by students.

2. Regarding the limitations on IT mastery, teachers can use platforms with simpler

operations, for example, the WhatsApp application. However, teachers have to

gradually improve their IT competencies, for example by following related workshops,

learning from other teachers who have more abilities in the IT field. Following the

video tutorial on YouTube that presents many learning application uses, the steps for

using them, and how to produce instructional videos, can also improve the IT skill.

30
3. The researcher advises that the teacher should draw the attention of the student who is

always called silent, this type of student has isolationist qualities and little speech either

in the easy or difficult. The researcher advises that the teacher should attract the

attention of the student who is always called silent, this type of student has isolationist

qualities and little speech either in the easy or difficult. With attention to students with

hearing impairment because, as I mentioned earlier, the skill of listening and speaking

is closely linked.

4. The EFL teacher assisted by guidance and counseling teachers tries to find information

on the obstacles are causing the student to be inactive in speaking skills, by contacting

the student’s parents. If it is known that the student is basically lazy, so the guidance

and counseling teacher asks the student’s parents to accompany him in online learning.

5. The skill of not speaking is closely related to the skill of listening. If the teacher gives

interesting and interesting videos to the student and easy to understand, the student will

be encouraged to use the speaking skill because the main reason as I mentioned earlier

is that the student does not know what he is saying because he did not practice the

listening skill.

3.2 Research Methodology:

The study used the qualitative method which is the best method for the studies that

use resources and previous literature to reach results. While, The study used content

analysis which is done by reading previous studies and summarizing the most important

results that are found, then making a discussion about the results. Lastly, the researcher

created the theoretical literature for the study, and then compiled previous studies that are

related to the subject of the study, then analyze them, draw conclusions, discuss them and

finally write recommendations.

31
3.3 Conclusion:

The researcher answered the questions posed in the first chapter as shown above,

and accordingly the researcher concludes that, the implementation of teaching speaking

skills during the Covid-19 pandemic as the part of distance learning has various problems.

Those problems are experienced by teachers, students, and parents. The problems faced by

teachers include weak mastery of IT and limited access to supervision towards students.

The problems of students are in the form of inactivity in following learning, limited

supporting facilities, and internet network access. The problem of parents is in the form of

limited time in accompanying their children during classes. Those various problems can be

overcome by implementing several of the strategies mentioned in this research.

3.4 Summary:

In this chapter, the researcher answered the questions related to the project and

gave logical solutions based on good and elaborate research. In this chapter, the researcher

mentioned the research findings, methodology used in this study and conclusion.

32
Chapter Four: "Conclusion and Recommendations"

33
Introduction:

The researcher will mention some of the main titles in the last chapter of this

research, namely the discussion, conclusion and recommendations where the researcher

will explain in this chapter the conclusion and summary of this research in full the

researcher will mention some important recommendations according to his understanding

and study of this research.

4.1 Discussion:

Learners’ lack of confidence and communication through virtual lessons has made

it more difficult for them to speak or utter the words appropriately. Learners have difficulty

expressing themselves because they are tentative, hesitant, and fearful of making mistakes.

They often lack adequate vocabulary and practice, making it difficult for them to converse

fluently in English. Deprivation of language content causes the learners to be anxious as

they are unable to speak. Even if they have anything to say, they are unable to do so

because they are afraid of making grammatical mistakes and being laughed at by their

peers. Unlike traditional classrooms, e-learning limits peer interaction. The researcher

34
notices that peer interaction in speaking lessons is insufficient for learners to practice their

skills. Even though teachers capture the attention of EFL learners by engaging them in

interesting and enjoyable activities that encourage them to speak in class, it is hard during

online mode because not all learners get used to E-learning and it is even tougher for

teachers to get feedback from passive learners. The researcher emphasizes in this study,

learners are often placed in circumstances where they have to learn languages on their own

during the COVID-19 pandemic, leading them to struggle to understand and overcome the

challenge.

In English Language Learning, learners’ engagement is affected by psychological

factors. A significant problem associated with e-learning is the lack of effective contact

with educators. Learners need two-way communication which can be difficult to achieve.

Learners feel demotivated to learn in such circumstances because they are constantly

confronted with a computer. They seldom have time to do e-learning because it needs too

much time for them to explore their interpretation of the subject. Despite the fact that e-

learning is a daunting task, it necessitates efforts such as recording, reading, memorizing,

and consuming online-based learning media especially for English Oral Presentation or

speaking assessment. This is a situation in which learners must adapt rapidly; more

specifically in an emergency learning situation. For those who cannot adapt themselves

because of poor interpretation towards subjects learned, especially English language,

unable to submit assignments on time due to poor Internet coverage, and are unable to

finish it as well as the fear of losing marks increases the level of stress among the learners.

Furthermore, without assistance and support from friends, families, schools, government,

and policymakers in the midst of the COVID-19 pandemic, learners find e-learning to be

tedious. Hence, they lose their interest and motivation to learn. Some learners admit that

they do not have a comfortable learning atmosphere at home and the fact that they are

35
forced to engage in household chores during the lockdown, brings about negative impacts

on their studies and leaves them depressed and despondent.

Besides, physical issues, such as eye pressure, are common challenges among

learners and can make them feel uneasy throughout the learning process. Learner

engagement and satisfaction are critical aspects of the E-learning process to ensure their

academic development, especially in second language learning. Learners are more

motivated to participate in online teaching and learning when instructors provide prompt

reactions and interact with them.

4.2 Conclusion:

During the COVID-19 pandemic, the abrupt closures of all learning institutions

have caused English as Foreign language (EFL) learners to have significant difficulties

learning the English language, especially for speaking skills. Speaking is one of the most

important skills to learn because it is the primary mode of communication around the

world. However, the majority of EFL learners are still trying to improve their English

speaking abilities. Since the implementation of the COVID-19 lockdowns, e-learning has

been a well-known solution all over the world. Learners and educators need more time to

adjust to online teaching and learning because most of them are exploring new technical

innovations and strategies to be used in the classroom. As a result, this study includes a

literature review on the challenges EFL learners encounter in learning speaking skills, as

well as the use of social media and video conferencing tools to teach speaking skills. Lack

of motivation and self-confidence, fear, hesitation and limited vocabulary are some of the

challenges faced by EFL learners. Hence, it is vital to determine the technology

intervention used in teaching and developing speaking skills among these learners based on

the previous studies. During the COVID-19 pandemic, some of the interventions in

36
teaching speaking skills included utilizing social media and video conferencing

applications.

4.3 Recommendation:

The researcher recommends the need to conduct previous studies on difficulties and

logical and realistic solutions because there are no previous studies of these types of

research due to the fact that it is a new and modern problem and has major problems,

especially in the teaching of English language skills in general and the skill of speaking in

particular. There are not enough studies on all the topics that have emerged recently, which

relate to the emergence of the Corona virus and distance education and the many

disadvantages that must be combated because these negatives have serious consequences. I

recommend that previous research and studies be conducted on the challenges and

difficulties faced by teachers through distance education and focus on ways and means that

can be realistic and modern.

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