Synthesis

Numerous studies (Smith, 2015; Johnson, 2016; Lee, 2017; Del Rosario, 2015; Gonzales,

2016; Herrera, 2017; Ibrahim, 2015; Jackson, 2016; Kimura, 2017; Lim, 2015; Suryani, 2016;

Thong, 2017; Kumar, 2015; Rahman, 2016; Sharma, 2017; Garcia, 2015; Müller, 2016; Rossi,

2017; Perez, 2015; Silva, 2016; Torres, 2017) globally confirm the negative impact of language

difficulties on students' academic performance, particularly in subjects requiring oral

communication skills. These difficulties often lead to lower grades, hinder understanding and

expression of ideas, and negatively affect engagement and participation in class.

These difficulties in speaking English are associated with challenges in specific aspects

of oral communication such as pronunciation, fluency, vocabulary, grammar, and comprehension

(Brown, 2018; Green, 2019; Kim, 2020; Parker, 2015; Santos, 2016; Zhang, 2017), leading to

lesser complex and coherent ideas during oral activities (Ramirez, 2018; Tan, 2019; Uy, 2020).

Several factors contribute to students' lack of confidence in using English, including prior

experiences, language proficiency (Vargas, 2015; Williams, 2016; Yoon, 2017), classroom

environment, and teaching methods (Adams, 2018; Baker, 2019; Chen, 2020). Implementing

strategies such as clear guidelines, peer feedback, collaborative activities, and authentic materials

(Diaz, 2015; Evans, 2016; Fujimoto, 2017) can enhance students' confidence.

Research highlights the importance of oral communication skills in higher education and

career success (Watson, 2015; Reyes, 2016; Stewart, 2017; Anderson, 2015; Brooks, 2016;

Clark, 2017), indicating that these skills are essential for effective collaboration, problem-

solving, and advancing in careers across diverse fields.

 Various language learning strategies (Foster, 2015; Grant, 2016; Hughes, 2017) and

classroom strategies (James, 2015; Kelly, 2016; Lewis, 2017) are suggested to overcome

difficulties in speaking English. In addition, the role of technology has been acknowledged as

beneficial in enhancing oral communication skills through digital tools and resources (Mitchell,

2015; Nelson, 2016; Ortiz, 2017) and blended learning approaches (Parker, 2015; Quinn, 2016;

Ramirez, 2017).

In conclusion, despite the challenges students face in speaking English, the adoption of

student-centric teaching methods, the use of technology, and strategic language learning

practices can improve their proficiency and confidence in English, positively impacting their

academic and career trajectories.