Oral Communication Difficulties of Undergraduate Students

Mary Rose Francisco

Janna Mae Pahayahay

May 2023
 CHAPTER I
INTRODUCTION

This chapter presents the research introduction. It contains the rationale,

problems of the study, objectives of the study, significance of the study and definition of
key terms.

Rationale

Everyday all students inside the classroom were challenged to speak in English

especially in their major subjects, but not all of the students are not that confident to

face that challenge. They are scared to speak because they do not know if their grammar

and their pronunciation are correct. The importance of the English language for

improving educational achievement through improved communication ability can never

be over-highlighted. Students who have so many struggles with their communication

skill in the English language may not function effectively, not only in English language

but in their academic. (Nihej, et.al, 2021)

Humans need to communicate on a basic level. Humans are social creatures, and

we cannot survive without interacting with other people. The use of language is the most

critical component of communication. While every nation must have its own language,

we also need to study other languages like English. Since that English is an international

language, learning it is crucial. The English language's importance in a nation's

education system development cannot be understated. Philippine Education system

incorporates Bilingual Education. Many students still find it challenging to speak

English fluently in everyday situations. They still struggle to effectively communicate

ideas in English (Pratiwi, et.al, 2021). Consequently, learning English is crucial.

English has spread and grown globally due to the globalization trend. Today,

English is a language that many people from other continents can speak. According to

estimates, 400 million people speak English as a mother tongue and another 2 billion

speak to it as a second or foreign language, making it the most widely spoken language

in the world (rintaningrum, 2016).

According to Cabigon, (2015), The Philippines is recognized globally as one of the

largest English-speaking nations with majority of its population having at least some

degree of fluency in the language. English has always been one of the official languages

of the Philippines and is spoken by more than 14 million Filipinos. It is the language of

commerce and law, as well as the primary medium of instruction in education. However,

key participants from the government, academic, private, and non-government sectors

acknowledged at a recent roundtable discussion sponsored by the British Council that

while the Philippines is doing well in terms of English proficiency, questions about how

much of a competitive advantage it still is for the country were raised. The stakeholders

concurred that the nation must increase its efforts to improve English teaching and

learning in order to make it a necessary skill for the workforce.

Speaking is one of the most challenging skills that language learners must master,

claim Bueno, Madrid, and McLaren (2006: 321). The most crucial of the four English

language abilities is speaking. Even the students spend years learning the language;

When speaking is required in real-time settings, they find it challenging. There are

numerous reasons to do so.

 Previous studies do not investigate the factors inhibiting students in speaking

(Suryani, et.al, 2020). Consequently, the goals of this study were to identify the

students' speaking abilities, any issues they had, and any contributing factors.

Theoretical Background of the Study

Concepts and theories of known authors guided the theoretical aspect of this

study.

Linguistic theory is concerned primarily with an ideal speaker-listener, in a

completely homogeneous speech-community, who knows its language perfectly and is

unaffected by such grammatically irrelevant conditions as memory limitations,

distractions, shifts of attention and interest, and errors (random or characteristic) in

applying his knowledge of the language in actual performance. (Chomsky, 1965, p. 3)

The purpose of linguistic theory is to respond to queries like, "What is language?

", "What characteristics must anything (an organism or a machine) possess in order to

learn and use language?". The Linguistic Theory by Chomsky will be used to support this

study. Another perspective or theory related to communication is of Jeremy Harmer,

which states that in speaking there are two parts required for fluent and oral

production: "language characteristics" and "mental/social processing" (Harmer, 2001).

First, related speech, expressive tools, lexis, and grammar are essential language

characteristics for oral creation.

Contagion Theory is defined as a theory of group behavior known as "contagion"

which explains how networks or crowds can affect people's thoughts, feelings, and

behavior. According to the theory, some of the mechanisms that cause contagion include
hypnotic impact, social comparison, interaction, and emotional transfer. The theory was

developed by various researchers, including Le Bon, Turner, Killian, and others, and it

has been applied to a variety of social and psychological phenomena.

For a clearer view of the research theory, the research paradigm is presented on the next

page.

Research Paradigm

INPUT PROCESS OUTPUT

Analysis of Data
Oral Communication through;
difficulties of
a. Questionnaires; Instructional
Undergraduate
b. Formal materials
students
interview

The theoretical foundations of the study are shown schematically in Figure 1. The

conceptual foundation of the study is based on theories related to the content analysis of

linguistic studies. It paints a picture of the subject matter, methodology, and result of

this investigation. Any issue relating to the English language, theories of language and

linguistics, research methodologies, results of language research, and suggestions for

further research are included under the heading of the language research.
Statement of the problem

This study aims to analyze the difficulties faced by Undergraduate Students in

speaking English Language in the Classroom Setting.

Specifically, it seeks answers to the following:

1. What are the difficulties faced by students in communicating using the English

Language in terms of:

a. reporting;

b. collaborative activities;

c. demo-teaching; and

d. recitation

2. What are the factors behind the difficulties faced by students seeking to

communicate in English?

a. Psychological/Internal Factors;

b. Peer Factors;

c. Family Factors;

d. Teacher Factors;

e. Language Exposure;

f. Attitude; and
 g. Code-switching

3. What are the potential solutions to address the Oral Communication

Difficulties?

4. What are the types of Instructional Materials can be designed based on the

result of the study?

Objectives

This study analyzed the difficulties faced by Undergraduate Students in speaking

English Language in terms of Oral Communication within the Classroom Setting. The

factors behind these difficulties and the Instructional Materials will also be identified.

Specifically, this study aims to identify the following:

1. Factors behind the difficulties faced by students seeking to communicate in

English.

a. Psychological/Internal Factors;

b. Peer Factors;

c. Family Factors;

d. Teacher Factors;

e. Language Exposure;

f. Attitude; and

g. Code-switching

2. Types of Instructional Materials can be designed based on the result of the

study.
Significance of the Study

This research aims to provide essential information and awareness regarding the

difficulties the students are facing. This will also contribute to the enhancement of

teaching and learning the English Language.

This study is conducted to benefit the following:

Students. The direct recipients of the output of this research are the students with

needs in terms of improving their skills in speaking English language. Any improvement

of classroom management technique can pave the way of producing better learning and

discipline to survive and thrive in the classroom.

Parents. The research benefits the parents of the children with needs. As parents

enrolled their children in this institution, comes with self-assurance that their children

are given more education that would make them functional individual in school.

Teachers. This study will be beneficial to the teachers, especially to the teachers who

are still newbie in the teaching profession. Through this research, teachers may

purposefully discover how classroom management is conductive to learning English

language.

Stakeholders. The study will be helpful to the stakeholders such as policymakers,

advocacy organizations, community members, etc. They will have cues or ideas from the

research findings of the concerned problem which this study focuses. As stakeholders,

they may engage partnership or collaboration with the education sector to help address

the existing dilemma.

Scope and Delimitation of the Study

The scope of this study is for finding the difficulties faced by the students in terms

of speaking English language.

The study is delimited only for the selected undergraduate students at Western

Philippine University-PPC campus.

Definition of Terms

The following terms are defined theoretically or operationally for a common

understanding:

Communication skills refer to the ability to share or understand information, ideas,

and feelings successfully.

Communicative skills are the abilities you use when giving and receiving different

kinds of information, such as ideas, feelings, or updates. They involve listening,

speaking, observing, and empathizing.

Difficulty is the condition or quality of being difficult.

ESL or English as a Second Language is a traditional term for the use or study of

the English language by non-native speakers in an English-speaking environment (it is

also known as English for speakers of other languages.)

Factor is one of the things that affects an event, decision, or situation. 

Foreign language is a language that is not normally used for communication or

widely spoken by the people of a specific place, society, or country.

Homogenous Speech community refers to a group of people who share a set of

linguistic norms and expectations regarding the use of language. 

Oral communication implies communication through mouth. It includes individuals

conversing with each other, be it direct conversation or telephonic conversation.

Research methodology refers to the systematic plan or procedure for conducting

research, including techniques and tools used to collect, process, and analyze data

related to the research topic.

Undergraduate student is a student who is pursuing a degree at the first level of

higher education at a college or university.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides an overview of previous studies on English Language Oral

Communication Difficulties in the Classroom Setting and the factors of these difficulties.

It presents the basic concepts of the research described in the Statement of the Problem

(SOP).

Common Difficulties in Oral Communication

In both the questionnaire and the interview, the researcher asked participants

about any difficulties they had communicating in English. Nearly 20 different types of

issues were discovered among the 15 respondents, which represented respondents. The

majority of students' most prominent issues included: anxiety, lack of vocabulary,

difficulty using grammar structures, difficulty pronouncing words, fear of making

mistakes, excessive use of mother tongue, and lack of confidence (Chand,2021). 

In addition, Fitriati (2016), stated that the majority of kids were concerned about

speaking English incorrectly.   In their speaking performance, they demonstrated their

fear of making mistakes. The majority of them dropped their heads when speaking

English in front of the class, covered their mouths with their hands, and were infrequent

volunteers to respond to questions in speaking class. When the researchers asked the

students to speak in English, they felt a tremble, panic, worry, pressure, and

nervousness.

Encountering Difficulties, particularly in using the English Language to

communicate is quite common in some classrooms especially the other countries whose

English is considered a Foreign language. Al-Sobhi & Preece found out from the

interviews and classroom observations they conducted, that there were three primary

issues the students encountered during learning speaking skills. The first issue is a lack

of linguistic expertise, (2) A lack of drive and self-assurance; and (3) Abuse of access

Arabic is spoken.

In addition, students still struggle to use English appropriately and fluidly to

express ideas, thoughts, questions, and other things (Moussu and Llurda, 2008; Syakur,

2018). This frequently occurs due to various circumstances, including insecurity, fear,

guilt, and occasionally a fear of making grammatical or vocabulary mistakes when

expressing his ideas.

In the study conducted by Harun (2016), they examined the specific difficulties in

oral presentations by carefully examining the class presentation skills of students from a

prominent university in Bangladesh. The researchers primarily emphasized a few

notable characteristics. Following class observation and formal evaluation in several

presentation sessions, the formal oral presentation aimed to illustrate the issues faced

by undergraduate first-semester students. To fully understand the difficulties with oral

presentations and identify potential solutions, some experts in the relevant fields were

also questioned.
 In order to demonstrate and quantify the speaking challenges faced by Al Quds

Open University English language students, the researcher used the experimental

approach. In this study by Nakhalah (2016), they conducted interviews with each

student, such an interview to examine their speaking challenges and the possible causes

of such difficulties. The findings revealed that some students had trouble

communicating due to factors such as shyness, nervousness, fear of making a mistake,

and lack of confidence.

In this paper by Dalem (2017), the author discusses the speaking challenges faced

by English language learners at Al Margeb University, which are viewed as the most

urgent for every instructor, it includes lack of motivation, shyness, nervousness, anxiety,

fear of making mistakes, laziness in reading, lack of vocabularies, less practice of the

proper usage of grammar, etc. 

Further, Hanifa & Yusra (2018) emphasized in the results of their study that the

issues are closely tied to the respondents' anxiety caused by time constraints and

audiences, which results in losing idea while performing. 

Al- Eiadeh (2016) added that the students struggle with a variety of speaking

issues, including confusion and embarrassment. Students experience humiliation since

they did not correctly learn speaking lessons in school and have trouble pronouncing

particular words. The outcomes also revealed that the most typical issues were the

pupils' inadequate vocabulary, whilst the least common issues were having trouble

understanding questions.

Factors behind the Difficulties

 a. Psychological/Internal Factors;

There are several underlying causes for the communication problems that the

students are experiencing, as demonstrated in certain research. Additionally, Hanifa &

Yusra (2018) highlighted in the study's findings how the respondents' worry over time

restraints and audiences led to them losing ideas while performing.

Fitriati (2016) found out that one of the psychological factors is they believed

their English was poor and realized that their interlocutors did not understand them or

that they did not understand other speakers, the majority of students lacked confidence.

Due to their lack of motivation. Speaking English was challenging for them, they did not

enjoy the language, and it was uninteresting to them.

Another study agrees that the lack of interest or motivation affect the English-

speaking skills of the students, in his study with 100 total of respondents from different

colleges of Saudi Arabia (Ali, 2019). 

Researchers have established that low-performance levels directly result from a

lack of confidence, which is an affective element. A few students said they were "not

confident while speaking," "lacked confidence," "not confident with my use of English,"

and "not fluent in speaking." Some of them expressed their lack of confidence in

speaking or communicating. (Rajitha, et.al, 2019).

The data revealed from results of the interviews and questionnaires in this study

by Damayanti, et.al (2020) indicated that some of the personal factors which

contributed to students speaking anxiety and difficulty are that they underestimate their

capacities, lack of preparation, and being afraid of making mistakes.

 According to Al-Eiadeh's (2016) study, learners who lacked English vocabulary

found it difficult to communicate verbally with others. This was consistent with the

following question's emphasis on the elements that make respondents' speaking skills

less effective. These included concerns with utilizing poor grammar, a restricted

vocabulary, misreading the questions, and others.  

Aeni et al. (2017) showed in their research that people's communication styles are

significantly impacted by their level of fear, and effective communication is crucial for

success in almost all situations, including academic settings. According to the

researcher, the students' anxiety or unease was brought on by a lack of speaking practice

in English. The students in this situation have just 90 minutes per week to practice their

English. The investigation revealed that the students were anxious about their marks as

well.

According to a related study, gender has an impact on how pupils engage in oral

communication tasks. The importance of taking oral communication into account with

regard to the learner's identity, social networks, and the larger context that affects how

they understand a language was pointed out by Ismael et al. (2017).

b. Peer Factors;

Many survey participants in the study by Rajitha, et. al. (2019) discussed how to

ask a question to others because if any harsh words are used, the members would grin,

and at that point they will get upset and had to drop the head down, but feels terrible.

For some students, it obviously involves "emotional conflict" or "self-respect." Others

worry that "others will think I'm wrong while communicating with others," "I can
understand the language others are speaking and answer," "I'm not able to express

exactly what's on my mind," "difficulty facing the crowd," and "How to speak in English

to others."

c. Family Factors;

According to Rabab'ah (2005), a number of causes lead to EFL students having

trouble speaking English. The learners themselves, linguistic or instructional

approaches, the curriculum, and the environment were all mentioned in his account of

these elements. Additionally, the study by Misbah et al. (2017) found that the influence

of the learner's native tongue, a lack of vocabulary, and the socioeconomic position of

the learner's family are the primary factors that influence English language learning.

Writing and reading skills are taught in Pakistan by teachers at the elementary

level, but these abilities aren't imparted in the same way at the secondary level. There is

less emphasis on learning and using English in many rural areas of Pakistan, where

education is provided in local tongues including Urdu, Punjabi, Pashto, Sindhi, and

others (Bangash et al., 2021). 

d. Teacher Factors;

A research on the difficulties and long-term viability of ELT at the college level in

Bangladesh was undertaken by Akhand (2009). The sixty-four districts of the nation

were all included in that extensive survey, as were colleges in both urban and rural

areas. Its findings indicated that the lack of sufficient teaching resources and the
teachers' low level of ELT proficiency were the two factors that had an impact on the

teaching and learning of spoken English.

Nearly three-fourths of the pupils stated that there was not enough opportunity

for speaking-listening activities in the classrooms (Islam, 2022). The school-level

common examination systems did not include a test of those abilities. Because of this,

the teachers did not place much emphasis on improving speaking abilities.

e. Language Exposure;

Hadijah (2014) identified a few causes of students' difficulties speaking English.

The factors involved more than just a lack of understanding of the elements of Speaking

abilities, such as vocabulary, fluency, pronunciation, grammar, and comprehension, as

well as psychological factors including low self-esteem, shyness when speaking in front

of others, a lack of speaking practice, concerns with time management, speaking

material, and exposure issues. Therefore, it is evident that speaking has a wide range of

issues or challenges that prevent learners from successfully picking up the ability.

According to every instructor surveyed, the main issue with their pupils is their

absence of vocabulary (Islam, 2022).

It is concluded by Alrashidim et.al (2015) that Arab students' limited exposure to

the L2 language acts as a linguistic barrier. It is challenging for them to learn the

language and develop language proficiency. 

Students state they do not practice their English outside of the classroom to

enhance their public speaking abilities. Over half of the students who participated in the
survey think they do not receive sufficient chances to hone their public speaking abilities

outside of the classroom. Additionally, the poll found that pupils used their mother

tongue during speaking exercises when compared to the target language. They are not

exposed to the target language generally even in the classroom, and the setting outside

the classroom just makes things worse where there are few opportunities to use their

target language in real-world settings (Alrasheedi, 2020). 

f. Attitude

Another study indicated how gender affects how students participate in oral

communication tasks. Ismael, et.al (2017) highlighted how critical it is to consider oral

communication in connection to the learner's identity, social networks, and the broader

context that influences how they perceive a language.

g. Code-switching

Alkhawaldeh (2019) have discovered that there were several good reasons for the

students to switch codes that were prevalent. The need to connect with others who are

different from what or who we are is the most prominent of these, followed by two, the

value placed on learning a foreign language like English, and three, the growing

acceptance of code switching as an effective teaching strategy in EFL and ESL. The study

also revealed that English words were commonly introduced in the mother tongue

sentence's middle. Full phrases and even complete sentences in English are used when

the code is swapped between sentences.

 Surveys sent to instructors and students, as well as direct observation of speaking

skills classes taking place in Form 3 classrooms, were used to gather information on the

activities utilized in the classroom to teach speaking skills. Descriptive statistics were

used in this study of Gudu (2015) to analyze the data that was gathered. The study

discovered that there was variation in the use of classroom activities, such as discussion

being the most common activity while oral drill was the least common, students

switching to Kiswahili or Sheng during class discussions due to poor oral skills, and

teachers failing to integrate various classroom activities into one lesson, denying

students opportunities to use authentic language in context.

Using code-mixing could make students feel more at ease throughout the

presentation. They felt free to describe the subject in their own way because they were

giving their presentation in front of their friends. They were able to speak freely and

discuss a subject. Additionally, they choose code-mixing since it was an excellent fit for

their subject and helped the audience understand their presentation (Masykuri, 2016) .

Potential Solutions in Developing English Communication Skills

Andrienko, et.al (2020) stated in the study a positive effect of integrating

emotions in the learning activities on the development of ESL oral communication skills

was demonstrated, as well as on student inspiration and the general caliber of

educational experiences. The data was gathered from 124 international relations

undergraduate students who received experimental instruction. The research was based

on the theory that emotional intelligence is a crucial component of human interaction

and driven by the supposition that content-related emotions heighten emotional

involvement and positively affect learning. 

It is undeniable that a person's emotional state has a significant impact on how

well they learn. This idea is being described by Gutierrez et.al. (2017) regarding the kind

of influence emotions have on learning, there is disagreement. Positive emotions help

learning while negative emotions hinder learning.

Another researcher agrees with this idea of utilizing Emotional Intelligence as

part of teaching or learning activities. Estrada Guillén & et.al. (2019) indicated that the

way humans think about how learning, emotions, and the brain are connected has been

completely transformed by advances in neuroscience. The relationship between

emotions and learning is now well supported by a means of research.

However, Al- Eiadeh, et.al (2016) offered some suitable remedies to improve

speaking skills, students can practice speaking English both inside and outside of the

classroom, as well as express their wants and sentiments by using current social media

platforms.

Synthesis

In the development of the Oral Communication Skills, learning activities that

incorporate Emotional Intelligence is one of the desirable strategy. It is because these

things are connected with one another: learning, emotions, and the brain. (Andrienko,

et.al, 2020); Gutierrez et.al., 2017); Estrada Guillén & et.al., 2019)
 It stated the authors some of the difficulties or challenges they encountered in

communicating, some of them are afraid of committing a mistake, low confidence levels,

shyness, and nervousness. (Dalem, 2017); Nakhalah, 2016)

CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of the study, research

participants and sampling, research instrument, data collection methods, and data

analysis.  

Locale of the Study

This study was conducted at one of the two universities in Palawan. The setting of

the study comprises five different Colleges. However, this study will focus on the

students in the College of Education, with hundreds of diverse students from different
municipalities across Palawan. The scope or the duration of the research study is from

the month of April to June 2023.  

Research Design

The research method used for this study is a mixed-method approach, using both

quantitative (numeric) type of research and qualitative (descriptive) research. The

researchers utilized this type of research method since the data that are gathered were

interpreted through charts and tables and in the form of in-depth descriptive analysis as

well.

Research Participants and Sampling

The researchers use a Purposive Sampling Procedure to select fifty (50)

participants for the study. A collection of non-probability sampling techniques known as

"purposive sampling" involve choosing units for your sample based on their possession

of specific qualities and willingness to take part in the study (Nikolopoulou, 2022). The

research participants are only exclusive to the College of Education.

Research Instruments

The researchers employed research instruments such as questionnaires,

interviews, and classroom observation for both the qualitative and quantitative data. In

the first part of data gathering, the researchers undergo a 30-minute observation in the

Participants’ Classrooms. It follows with the use of the 5-point Likert scale in the form of

a questionnaire which is partially adopted from other sources. The questions are divided
into six sections (six different factors in Oral Communication Difficulties) with 5 (five)

questions in each factor.

Data Collection Methods

The data gathered with the permission of the College Dean was given beforehand

and to involved teachers. The researchers introduced themselves and their intentions.

After the researchers got the authorization, they observed the participants personally in

a classroom for thirty (30) minutes. The questionnaires were distributed after the class

and explained to the students the details to help the participants who are chosen from

Purposive Sampling, complete the questionnaires. The questionnaires were collected the

similar day they answered.

The results of the collected copies of the questionnaire and the listed things

observed in the classroom were in the subject of tabulation. Analysis and interpretations

of data are done afterwards with the use of suitable statistical procedures such as getting

the mean, median, and mode.

Data Analysis

Calzon (2023) defined Data analysis is the process of gathering, modeling, and

evaluating data using various statistical and logical techniques.

The researcher will use observation and interview questions which will be

qualitative data. Qualitative data analysis specifically the Thematic Approach, will be

used in analysis. In addition, the researchers will be employing open-ended questions to

gather qualitative data. The interview is to be conducted within the University.

 Since this research is mixed method, the researcher will also utilize survey

questionnaires. To get the data regarding the factors of Oral Communication Difficulties

in seven categories. The researchers will utilize a 5-point Likert Scale: Strongly Agree,

Agree, Neutral, Disagree, and Strongly Disagree. As of this scenario, the responses to

the questions in the survey will be consolidated and scrutinize using statistical

treatment.

The following are ways of representing a representative value of the set of data.

x=1nn∑i=1 xi.

Notations from the above formula:

n=Sample size

∑i=1xi=Sum of of the data values(x1,…,xn).

Ethical Consideration

The researchers will take into consideration the ethics of the research study. The

Ethical Consideration, as a set of principles, will be utilized as a guide. The data

collected from the participants who are involved in the study are to be protected in any

possible harm, as it is also their rights. In this study, there are four Ethical
Considerations included: Anonymity, Confidentiality, Voluntary Participation, and

Informed Consent.

Anonymity

The names of the participants will not be collected to guarantee their anonymity.

Other personal identifiers such as email address and phone number are not also

gathered from the participants. In such cases, the researchers will not recognize the

participants from the collected research questionnaires, as to protects the rights to

personal information of the participants.

Confidentiality

In some cases, such as during the interview with the limited number of

participants, the researchers know the names of the participants. However, the

researchers will ensure the participants’ privacy rights. The participants are informed at

the very start regarding the confidentiality of the information collected from them. With

confidentiality, they will be away with any risks.

Voluntary Participation

In the process of getting the participants for the study, the researchers will not

put any pressure on them, only those who are willing to be the part of it. The researchers

will make it clear from the beginning that they were not obliged to participate, and there

are no negative consequences if they refuse to do so.

Informed Consent

Informed Consent
 The purpose of this study is to identify the students' speaking abilities, any issues

they had, and any contributing factors. It will help the participants to improve their

speaking skills in terms of English language. The data will be kept confidential, and they

are free to stop filling in the survey at any point for any reason. They can also withdraw

their information by contacting the researchers. s

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 PSYCHOLOGICAL PROBLEMS FACED BY THE YEAR – ELEVEN STUDENTS
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 A Study of Factors Affecting and Causing Speaking Anxiety, 2019