INVESTIGATING UNIVERSITY STUDENTS' PERCEPTIONS OF THE FACTORS HINDERING THEIR ENGLISH-SPEAKING SKILLS
Keywords:
English-Speaking, Student Perceptions, Speaking Skills, University Students, English Speaking ChallengesAbstract
The aim of this study is investigating the students’ perceptions of the factors hindering their English-speaking skills. Even though English is a universal language and is essential for both academic and professional success, Pakistani university students still struggle greatly to improve their English-speaking abilities. Prior studies have identified a number of factors that contribute to these challenges, including the language backgrounds of the students, ineffective teaching strategies, lack of exposure to English-speaking situations, and learning that is centered around exams. The primary elements that directly affect English language acquisition are students, families, schools, and peer groups. Nonetheless, there is still a lack of knowledge regarding how students themselves view these factors, especially in particular academic settings like Shaheed Benazir Bhutto University, Sanghar Campus. A quantitative method was utilized in this study, and the sample of this study consisted of 120 (60 males and 60 females) BS students from the department of English Shaheed Benazir Bhutto University, Sanghar Campus. Data were analyzed through frequency and descriptive analysis by using SPSS. The results indicate that most student express a strong desire to speak English fluently and enjoy conversing in English. However, they face significant factors that hinder their progress. Limited practice outside the classroom, family background, motivation levels, communication barriers, and environmental factors all contribute to students’ difficulties in developing their speaking skills. A major challenge identified in this study is the lack of sufficient opportunities to practice speaking English, both in and outside the classroom. Gender-based differences in perceptions were also observed, with female students consistently reporting fewer barrier and higher motivation level compared to male students. This study recommends that the university should incorporate regular, structured speaking activities into English language courses, such as role plays, debates, group discussions, and presentations.
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