Teachers’ Perception towards Factors Contributing to Difficulties in English Speaking among Afghan Tertiary-Level EFL Learners

Abstract

Speaking is a key part of communication and language learning, however it is often difficult for EFL learners to develop fluency and accuracy. This study examines factors that affect the English speaking performance of Afghan university-level EFL learners, their language skill and the teachers’ responses to oral errors. Using a quantitative research design, data were collected from 25 teachers through questionnaires and analyzed using the Statistical Programme of the year (SPSS). The findings revealed that overcrowded and noisy classrooms, anxiety, fear of errors and criticism, traditional teaching methods, limited vocabulary, use of the native language, lack of technological facilities, and insufficient peer support negatively affect students’ speaking. Major classroom difficulties included fear of losing face, lack of motivation, and limited use of English. Teachers mainly responded to students’ oral errors through immediate correction and sometimes showed annoyance.