Factors Influencing Spoken English Development among Malaysian ESL Learners: A Qualitative Study of Anxiety, Classroom Experiences, and Learner Expectations

College Students’ Perceptions of English Language Learning: Uncovering Barriers, Experiences, and Strategies for Language Development

This phenomenological study explored the lived experiences and perceptions of college students regarding English language learning in a Philippine higher education institution. Specifically, it examined students' views, emotional experiences, and insights to better understand the factors influencing their English language development. A qualitative phenomenological research design was employed, involving ten purposively selected college students enrolled in Purposive Communication during the 2023–2024 academic year. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives. The findings revealed that students perceived English as an essential tool for personal growth, career advancement, and effective communication despite experiencing limited language exposure, vocabulary deficiencies, and difficulties in speaking and writing. Participants also described emotional challenges, including anxiety, fear of negative evaluation, lack of confidence, and disappointment, particularly during oral communication and classroom presentations. At the same time, they expressed gratitude for supportive teachers and peers and demonstrated strong motivation to improve their language proficiency. Furthermore, students emphasized the importance of collaborative learning, practical language-learning strategies, emotional resilience, and self-compassion in overcoming learning difficulties. The study concludes that English language learning is a multidimensional process shaped by cognitive, emotional, and social factors rather than linguistic competence alone. These findings highlight the need for learner-centered instructional approaches that integrate academic support with affective development to enhance students' confidence and communication skills. The study contributes to the growing body of qualitative research on English language learning by providing context-specific insights that may inform curriculum development, instructional practices, and future research aimed at fostering holistic language education in higher education institutions.

Exploring English Speaking Anxiety in EFL Context: A Lesson from First Year University Students

English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.

Psychological, pedagogical, and contextual determinants of oral english proficiency among Ecuadorian secondary efl students

English oral proficiency is one of the most complex competencies to cultivate in English as a Foreign Language (EFL) setting, particularly within educational systems that offer limited opportunities for genuine communication. Although numerous studies have identified foreign language anxiety, pedagogical practices, and language exposure as factors linked to oral performance, there is still insufficient evidence regarding the interplay of these determinants among secondary school students in Ecuador. The aim of this research was to examine the psychological, pedagogical, and contextual elements influencing the English oral proficiency of first-year high school students at the Alfonso Quiñónez George Educational Unit in Esmeraldas, Ecuador. A qualitative, descriptive approach was employed, utilizing semi-structured interviews, non-participant classroom observation, and focus groups as primary data collection techniques. The data underwent thematic analysis and methodological triangulation to strengthen the reliability of the findings. The results indicated that anxiety associated with using English is the primary obstacle to oral communication, while pedagogical practices focused on grammar instruction and limited exposure to the language outside the academic setting restrict opportunities for communicative interaction. Empirical evidence demonstrated that these elements operate interdependently, creating an environment that shapes the development of oral proficiency.

Student’s Difficulties in Speaking English: A Qualitative Study at English Course

Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.

Determinants impacting English language speaking skills Among University students in Somalia. ( Case Study Mogadishu University institute of languages)

This research examines the challenges faced by Somali university students in learning and speaking in English as a foreign language, with a particular focus on learners at the Mogadishu University Institute of Languages. Effective English language instruction for non-native speakers necessitates the use of appropriate pedagogical strategies and methods. The study investigates Somali speakers’ perceptions and the specific challenges they face when studying English as a second language (ESL), with a focus on major obstacles and areas of weakness in both speaking and studying English.The study also identifies a cyclical relationship between anxiety and performance, where fear of errors reduces participation, which in turn limits language development. A qualitative research design was employed, using semi-structured interviews and classroom observations to collect data from a purposive sample of undergraduate students with low speaking performance. The findings indicate that Somali speakers encounter significant linguistic challenges in learning and speaking English, and the study explores the relationship between Somali-English speakers and their levels of English competency and proficiency. The most prevalent issues include limited vocabulary, speaking barriers, poor grammar, retained but contextualized, and .low speaking performance. These factors hinder their ability to speak English fluently and are exacerbated by restricted access to English-speaking environments. This research specifically explores the difficulties faced by undergraduate students and the potential causes of their challenges in developing speaking skills.The study offers practical recommendations for educators and highlights the need for further research with broader samples and more robust methodological frameworks.

Public Speaking Challenges