Article · November 022 citations reads 5,028 authors
International Journal of Academic Multidisciplinary Research (IJAMR)
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| International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670 Vol. 6 Issue 11, November - 2022, Pages: 289-297 291 A study on overcoming the problems of learning foreign language skills in the classroom by Sokip(2020) discovered that speaking skills students encounter motivation problems primarily, and students are frequently concerned about making mistakes while speaking, which is similar to the study of Heriansyahand Alam and Ashrafuzzaman. Fear of making mistakes was also identified as the primary issue in their study. Similarly, Anandari (2015) researched Indonesian ESL students' anxiety in speech production: possible causes and remedies and focused on three causes of foreign language anxiety in speaking: fear, shyness, and discomfort, and self- reflection strategy played a crucial role in reducing this anxiety. Alam and Ashrafuzzaman (2018) conducted a study to determine the challenges of developing speaking skill through classroom interaction of ESL learners and discovered that nervousness, fearfulness, inattention to the class, and grammar mistakes were the most common issues encountered by ESL students. Similarly, Heriansyah (2012) identified a lack of vocabulary and a fear of making mistakes as the primary barriers to developing speaking skills. The findings of a study on factors influencing students' English-speaking skills conducted in Pakistan by Bashir et al. (2011) differ from previous studies. The study discovered that students and teachers use English as a medium of instruction (EMI) in the classroom to improve speaking skills; both teachers and students use interactive techniques to improve speaking skills. This study's findings are more in line with previous studies mentioned above. In his study, Al-Roud (2016) stated that university-level students primarily face four domain problems: social, psychological, instructor, and linguistic domains. The study also stated that the speaking problem is the fault of students, teachers, parents, and the entire community. This study has covered a wide range of topics, including the classroom and the community and family environment, which is distinct from the other studies mentioned above. In another context, a study was conducted to investigate the causes of speaking difficulties (Nakhalah, 2016). Fear of making mistakes, shyness, anxiety, and lack of confidence was identified as the major problems encountered by students while speaking English in this study. As a result, mastering speaking is considered the most challenging skill in a second language. When it comes to mastering speaking skills, students face various challenges. According to Ur (1991), the following issues students face when learning to speak: are inhibition, lack of words, low or uneven participation, and use of mother tongue. Learners are frequently inhibited in the classroom when attempting to express themselves in a foreign language, worried about making mistakes, and fearful of criticism. Similarly, even if learners are not inhibited, they cannot say anything because they lack motivation and do not have anything to say. The third major issue for students is low or uneven participation in class. Talkative or brilliant students may dominate the class; even if that dominance is managed, they may not have enough time to talk in the classroom. Speaking mastery can be influenced by various factors, such as a lack of vocabulary, grammar, and classroom culture. The following are the major causes of speaking difficulties, according to Richards and Renandya (2002) age or maturation constraints, aural medium, sociocultural factors, and affective factors. Age is regarded as the most influential factor in language learning among so many variables. Several scholars, including Krashen, Long, and Scarcella in Richards and Renandya (2002), argued that learners who begin their second or foreign language at a young age might learn it more quickly than those who learn it later in life. Oyama in Richards and Renandya (2002) also notes that many adults fail to achieve native-like proficiency in a second language if they begin learning it late in life. Adult learners may have difficulty speaking due to interference from their mother tongue. 1.2.2 Learning in a New Normal Online learning, which is seen as the solution to the Covid-19 outbreak, is fraught with difficulties (widayanti, 2021). Internal and external factors can both trigger each other. Also, Students' internal factors include motivation, learning attitude, study habits, and personal practice, and Students' motivation is affected by their time management (Suarjanaya, 2021). Loss of management skills can lead to a loss of motivation (Suardana et al., 2016). External factors originate from outside the students and are related to the students' surroundings. External factors include the media that students use, as well as the environment in terms of financial difficulties and the study environment (Widayanti,(2021). Students face a variety of challenges when tải về 0.53 Mb. Chia sẻ với bạn bè của bạn:
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