Problems of University Students in Speaking English during Classroom Participation
Abstract
Students’ academic achievement is directly related to their active classroom participation. They learn their lesson actively, discuss their lecture with their peers and teachers, but speaking English language becomes the hurdle in their active participation. So, this study was designed to analyze the problems of the university students in classroom participation. The objectives of the study were; to find out the problems of university students in speaking English during classroom participation, and to enlist factors creating problems for students in speaking English during classroom participation. The study was descriptive in nature. The population of the study was all enrolled students of the Islamia University Bahawalpur. 400 students were selected by the researchers as the sample of study. Questionnaire was used to collect the data from selected sample. SPSS was used to calculate the percentage and mean score of the collected data. Findings of the study indicated that students feel problem because of insufficient vocabulary, grammar illiteracy, lack of confidence and environment does not support them for classroom participation. Furthermore, results of the study recommend that there must be extra classes for students to give them opportunity to speak English language, and there must be a rule that students must speak English language otherwise they will have to pay fine.
Keywords: English Language, Speaking Problems, Classroom Participation, University Level
References
Ahmad, A., Pathan, Z. H., & Khan, F. S. (2017). Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan. International Journal of English Linguistics, 7(2), 99-105.
Akram, M. & Nosheen, S. S. (2013). A study to analyze the problems of post graduate students in speaking English language at The Islamia University of Bahawalpur, Pakistan. Proceeding of the Global Summit on Education (GSE2013), Kuala Lumpur.
Ayokanmbi, F. M. (2011). Competencies for global engineers and technologists. Journal of Industrial technology, 27(1), 1-6.
Al-Siba, D. (2004). Promoting oral fluency of second language learners: Educational Linguistics. Department of English, King Saud University.
Boonkit, K. (2010). Enhancement and the Development of Speaking Skills for non-native Speakers of English. Journal of Social and Behavioral Science, 2, 765-770.
Brantmier, C. (2008). Meeting the demands: the circularity of remodeling foreign language programs. The modern language journal, 92(2), 306-309.
Gan, Z. (2012). Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong. .Australian Journal of Teacher Education, 37(1).
Hartsell, T. &. (2016). Video streaming in online learning. AACE Journal, 14(1), 31-43.
Khan, N., & Ali, A (2010). Improving the speaking ability in English: The students’ perspective. Procedia Social and Behavioral Sciences, 2(2), 3575-3579.
Kocak, M. (2010). A novice teacher's action research on EFL learner’s speaking anxiety. Journal of Social and Behavioral Science, 3, 138-143.
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners ‘unwillingness to communicate and foreign language anxiety. Modern Language Journal, 92, 71-86.
Mansoor, S. (2004). The status and role of regional languages in higher education in Pakistan. Journal of Multilingual and Multicultural Development, 25(4), 333-353.
Nunan, D. (2003). The Impact of English as a Global Language on Educational Policies and practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589-613
Patsy, L,. & Spada, N. M. (2011). How languages are learned: Oxford handbooks for language teachers. Oxford University Press
.
Sharma, O. K. (2004). Principles of Education. New Delhi: Deep and Deep Publications Pvt. Ltd.
Teng, B., & Sinwongsuwat, K. (2015). Teaching and Learning English in Thailand and the Integration of Conversation Analysis (CA) into the Classroom. English Language Teaching, 8(3), 13-23.
Wolff, M., & Qiang, N. (2009). Teaching EFL in China. New York: Nova Science Publishers.
Yegani, H., & Jodaei, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners. International Journal of English Language & Translation Studies, 5(4), 85-93.
Zhang, Y. (2009). Reading to speak: Integrating oral communication skills. English Teaching forum, 1(1), 31-34.
Copyright (c) 2020 International Journal of Innovation in Teaching and Learning (IJITL)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published in IJITL are open-access articles published and distributed under the Creative Commons Attribution-NonCommercial 4.0 International License which allows reproduction, distribution, derives and non-commercial use, provided the original work is cited and authors and publisher are properly identified.
IJITL allows the authors to retain copyright under the CC BY NC license.
