SYNOPSIS
Strategies for Coping with Difficulties in speaking
English Respective of university Students
Presented to:
Honorable Teacher & Mentor
Dr. Khalid Ahmed
Deptt. of English Language & Literature
University of Central Punjab
Lahore
Presented by:
Danish Nasir
Roll No.
L1F22MPAL0007
University of Central Punjab
Lahore.
i
TABLE OF CONTENTS
Chapter 1
Chapter 2
Chapter 3
Introduction
1
1.2 Statement of the problem
6
1.3 Significance of the Research
6
1.4 Objective of the Research
7
1.5 Research Question
7
Theoretical Background and Literature Review
8
2.1 Factors that affect Language Learning:
8
2.1.1 Bilingualism:
8
2.1.2 Motivational factor:
9
2.1.3 Language and culture:
10
2.1.4 Anxiety
10
2.2 Speaking Problems Encountered by Students
11
2.2.1
11
Lack of Confidence
2.2.2 Insufficient Vocabulary
12
2.2.3 Lack of Listening Practice
13
2.2.4 Pronunciation:
14
2.2.5 Literature Review
14
Methodology
23
3.1 Research Design
23
3.2 Population
23
ii
Chapter 4
Chapter 5
3.3 Sample
23
3.3 Research Instrument/Tool
23
Data Collection and Analysis
24
Data Collection
24
Conclusion and Suggestions
24
References
25-26
Appendices
26
iii
Chapter 1
Introduction
A fifty years old Pakistani learner of English language gives his opinion that
English language would be easy to learn if there would be no need of speaking. He has
good knowledge of grammar, but when he tries to speak, it seems that he lost each and
every English word. This issue is noticed by many other people. For example, Tatham
and Morton(2006: 273) says, for many people, it is hard to speak English, but they easily
get the meaning whenever they are talked. Like Pakistan, same situation can be noticed in
many other countries where people have difficulties in speaking English.
In Pakistani education system, English language education has been being
provided for a long time and almost at every level, but if the learners are still facing
difficulties in communicating in English, then this is absolutely a serious problem.
Therefore, it is mandatory to attend this issue seriously that are learners really facing the
issues, and if yes, what types of issues they are actually facing and what are the actual
reasons. It is obvious that not all the speakers are facing this issue but an ample amount of
people are facing it. That is why; there is a good ground to research this issue. It is also
obvious that this research would have a good contribution in teaching English language.
It is a fact that we are living in a world which is known as GLOBAL VILLAGE
and English has become, almost in every walk of life, the medium of its communication.
Consequently, the people who are skilled in English speaking, have demand in every
nook and corner of the world. English is an international language in its status. In many
countries, it is the L1 (first and official language) and in some countries it is L2 (second
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language). In Pakistan, English is the second as well as the official language. It is also the
medium of instructions almost in every higher educational institution. On the other hand,
in Pakistan, it is a language that is learnt and studied in an atmosphere where it is not a
preferred mean for daily communication. In spite of this that English is considered
difficult to learn and to use, it attracts people to learn it.
Every language has four main skills i.e. listening, reading, writing and speaking,
where reading and listening are receptive skills and writing and speaking are productive
skills. According to Alonso (2012), in all these four skills, speaking is regarded as the
most dominant skill that must be grasped well in acquiring or learning L2- in this case,
English language. Students think that they are getting English language education for a
long time but still they have no ability to speak English, this frustrate them. This is also
the reason that speaking English language is considered more essential and also most
difficult skill among four language skills. According to Nunan (1991, p.390),“To most
people, mastering the art of speaking is the single most important aspect of learning a
second or foreign language, and success is measured in terms of the ability to carry on a
conversation in that language.” Further, Patal and Jain (2008, p.29) added, “The primary
functions of language are communication, self-expression, and thinking”. For this reason,
it is understood that language is a source of communication. If an L2 learner wants to be
an expert of the language, he has to be able to communicate oral in that language. If a
learner can speak well, it depicts that he or she have good knowledge about usage of that
language.
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For a foreign language learner, however, it is not the piece of cake to be a skilled
speaker. It is, obviously, a very difficult task to speak in L2 (i.e. English here) in front of
other people in L1 environment. Learners need great confidence, courage and good
preparation to communicate well in any new language. According to Brown (2004,
p.172), speaking is based on five different components, these are Grammar, vocabulary,
comprehension, fluency and pronunciation. Every L2 learner must have understanding of
these five components in order to be a good speaker. Before speaking, there is a need to
contain many ideas about the situation in which learners are going to speak. For the good
understanding of listener, good speaker should use correct pronunciation or else it would
be difficult for the speaker to convey the right message. In addition, for fluent and correct
speaking sufficient vocabulary and good knowledge of sentence structure is needed in
order to be understood by listener. The student would be a skilled speaker and easily
understood by listeners, if he pays good attention on all above mentioned things.
It is important to consider speech and phonology under L2 learning, if we are
trying to sort out the issue that why Pakistani learner are facing issues like loss of words,
frustration, anxiety pronunciation problems etc in English communication.
Hence, considering SLA for this study is mandatory. To describe speech process
in a better way, we discuss theory from speech production, speech perception, universal
and markedness and language anxiety, and also those elements that may be the reason of
issues in speech production for adult learners of English, these are age, individual factors
and social factors. According to Hansen Edwards and Zampini (2006:6), transfer, the
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critical period hypothesis, variation and universal or markedness are the main factors that
have shaped second language phonology research and pedagogy.
When it comes to speech production, it should be known that what is speech and
what kind of process it is. Research in speech production field has focus on both, physical
process of producing speech as well as cognitive process of producing speech but most of
the researchers are focusing on physical level. According to Tatham and Morton (2006:
xvi) researchers are not focusing on cognitive process of producing speech due to less
available data. According to them:
There is no serious empirical basis yet for characterising with any degree of
certainty the pre-motor stages of speech production. We assume a physical input –
something we call the ‘utterance plan’, and this is a physical copy of the abstract output
from prior cognitive or phonological processing. But we have no experimental evidence
for the exact nature of this plan – other than that it somehow reflects earlier cognitive
processes.
The model of speech production, presented by Tatham & Morton (2006: 173),
covers both physical and cognitive level. According to them, speech production has two
levels, static level that provides basic information i.e. rules etc. and dynamic level that
controls the procedure of utterance. Many other researchers provided the similar theories.
Habermas (1971), sentence based on two structures, performative sentence and the
underlying propositional sentence, may become useful to understand that why learners of
English language are facing issues in speaking; for instance, it explains whether it is the
static level or executive level that causes the issue. The adult learner, who is saying that
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he has no issue in grammar and vocabulary, might be facing difficulties in processing
level.
Another area which may helpful in searching problems in speaking is speech perception.
It is obvious that L1 has great influence on the perceiving of L2. It is the common
phenomenon that, while speaking, people do not notice the differences between L1 and
L2 sounds. This could be the reason that the learner of L2 feeling difficulties in speaking
that language. So, perception and production of speech are closely connected as Tatham
and Morton (2006) observed.
In speaking issues, under second language learning, Universals and markedness
are also the important theories. The kind of language instinct that learner coded in his
brain is known as universals. According to Eckman (1977), according to universal
grammar theory, languages have some common features, and due to these common
features learning language and then speaking language get easier.
Markedness is also an important theory. According to this theory, there is one to
one opposition between some linguistics elements, for example (Eckman 2008) in
phonology nasalized and oral vowels. According to the Altenberg and Vago, 1983,
according to the Markedness Differential Hypothesis, the areas in the language, which the
learning is learning (Target Language, TL), that are not similar to L1 would be difficult
for language learner. So, the markedness or we can say one to one opposition between
target language marked features in first language may also the cause of negative transfer,
for example, in pronunciation of word (Lovett, 2009; Yavas, 2005).
5
Anxiety is also an important factor to overcome in order to be a fluent speaker of
L2. According to the Spielberger (1983: 1) anxiety is “the subjective feeling of tension,
apprehension, nervousness and worry associated with an arousal of the autonomous
nervous system”. According to Horwitz( 2001: 113), many learners think that it is
basically anxiety that restrain them to speak and learn L2, it has some serious affect on
their learning. Horwitz (2001: 113) explain the concept of situation-specific anxiety.
According to him, “the term situation-specific anxiety has been used to emphasize the
persistent and multi-faceted nature of some anxieties”. Public speaking is the example of
this type of anxiety. Horwitz (2001: 113) is of the view that the language anxiety is the
type of situation-anxiety. This is the anxiety that restrain the adult learner of the second
language to perform well in language skills, especially speaking skills. Under Asian
English language learning atmosphere, another study was conducted by Kim (1998), he
observed that students were less anxious in reading classes as compare to conversation
classes. Students feel hesitation in speaking in front of their own class due to lack of
speaking confidence.
1.2 Statement of the problem
This research would analyse the coping strategies with difficulties in English
speaking in the students from different departments of University of the Punjab, Lahore.
1.3 Significance of the Research
It can be hoped that the findings of the study can be one of the references in
speaking difficulties and their coping strategies theory. Researchers can apply it to extract
different conclusion of their own researches.
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By using coping strategies in speaking difficulties, it is hoped that the students’
speaking skill can be improved. The students can speak in English more fluently,
accurately, and communicatively.
1.4 Objective of the Research
The objectives of the study are:
1. To find out the differences between males and females students in using coping
strategies with difficulties in speaking English.
2. To identify the speaking difficulties in English at university level
3. To investigate the speaking difficulties and to solve them with strategies in
university students
1.5 Research Question
1. Are there any differences in perception on background variables in students in
coping strategies with difficulties in speaking English?
2. What are the coping strategies with difficulties in speaking English at university
level?
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Chapter 2
Theoretical Background and Literature Review
It is doubtless that English is of international scope but in Pakistani prospective,
its status is influential. English is an essential part of our education system, in school
education as well as in undergraduate programs, English is taught as compulsory subject.
Many of the subjects are in English. According to Parveen, S (2003), Pakistan is on third
position with approximately twenty million speakers of English. Thinking that penetrated
in Pakistani culture is, English language is the instrument through which it is easy to get
prominent position in society and around the globe but the issue is that the sources to
master this language are not sufficiently available. Learners are facing many problems to
learn this language especially speaking skills.
2.1 Factors that affect Language Learning:
2.1.1 Bilingualism:
According to many bilingual studies, It is not possible to learn second language
without the influence of first language. In Pakistani culture many languages like Urdu,
Punjabi, Pashto etc. are spoken. Any one of these may be the first language of Pakistani
learner of English language. All these languages have deep roots in Pakistani culture.
Furthermore,being a serious victim of colonialism, people of Asia, now India and
Pakistan, may have reservations in learning English language. So at many places learner
may not find English speakers. This situation may discourage him to speak and he feel
unconfident. Moreover, the structure of all these languages is totally different from
8
English language. Under the influence of L1, when new learner try to speak, he feel
anxiety to change S_O_V structure in to S_V_O structure.
2.1.2 Motivational factor:
Motivation is an important factor when it comes to language learning. Many
learners fail to learn foreign language if there is lack of motivation. Here I would like to
share my own example; I’m an English language learner. The atmosphere, where I’m
living and working, is an English atmosphere. Almost all the people in surrounding are
learners of English language and this motivates me to learn as well as speak this language
more and more. There are also other important factors that motivate learner to learn
language such as good financial status, good education, good scope etc. All these things
develop interest to learn language in a learner. The behavior of the learner of any
language towards learning that language is an important indicator of positive
achievement. Once I tried to learn French language. I heard that it is a poetic and sweet
language. When I got admission in an institution for this purpose, the only French
learners with whom I could practice this language were the learner present in my class.
After few weeks I got realized that there is no English-like scope of this language
especially in Pakistan and I’m just wasting my money and time. This thought demotivates
me a lot that I skipped learning French language. Motivation plays a crucial role to get
the learner at his required level of learning. Teacher is an important factor to develop
motivation in language students. Teacher’s motivation to teach language and learner’s
motivation to learn language, both are essential. If the teacher is motivated- in my case
teacher was not a motivated teacher- he definitely use effective ways to teach, and due to
these effective ways learner become a motivated learner, and better results can be got. It
9
is obvious that behavioral patterns have close relation with learning skills they both are
complement for each other. There are two types of motivation that have strong effect on
learning language. One is internal or intrinsic motivation which may be called the base of
all other motivations. It is the sense of confidence and satisfaction that a learner feel
during learning process. Second is external or extrinsic motivation which include external
factors like teacher’s behavior, environment of learning settings, available technology
etc. it is also obvious that learner may not depend on classroom learning for the whole
life. He has to be an independent learner. These motivational factors make learner able to
be an independent learner. A learner and a teacher without motivation and devotion are
not a true learner and a true teacher.
2.1.3 Language and culture:
It is the fact that language has a very close relation with culture; it cannot survive
in seclusion or isolation. So, it is obvious that we cannot overlook cultural factors while
conferring about language learning. It can be said that language is the creation of a
culture and language represents the culture in a very good manners. Every word that a
learner speaks has a contextual meaning at the context is basically the cultural. There are
many words that sound similar but it is the cultural context that gives it different
meanings. Less cultural knowledge would be the cause of less understanding
2.1.4 Anxiety:
Anxiety is also an important factor to consider when it comes to language
learning. It can be define as the sense of tension related with some particular situation.
Learning language would definitely be effected if the learner would be in the influence of
10
anxiety. Anxiety makes learner irritated, uneasy and confused especially when he
experience some oral communication. As result learner feel very hard to learn language.
So, it is a fact that anxiety has a harmful effect on language learning.
2.2 Speaking Problems Encountered by Students:
In understanding and learning anything, whether it is language or some situation,
learner’s psyche has an important role to play. The second language learning is also one
of the fields that has a great influenced with learner’s psychology. It is proven through
several studies that psychological factor is one of the crucial factors when it comes to
language learning. According to Ozturk&Gurbuz (2013, p.1), “all studies put forward the
remarkable influence of the affective factors on language learning process. These
affecting factors include some features such as empathy, efficacy and introversion”. In
addition of this, the research based on influencing variables and second language learning
normally has a focus on lack of self-confidence, lack of vocabulary, lack speaking and
listening practice, and anxiety. On language learning route, these factors may have good
or bad effects (Ozturk&Gurbuz, 2013).
2.2.1
Lack of Confidence
It is claimed by Doqurani (2011) that there is a positive relation between learner’s
confidence and his speaking attitude of second language. Doqurani (2011) identified the
factors of students’ confident in using English, at secondary level, and the factors that are
representing confidence level in speaking English. The result shows that the subjects “felt
a lack of confidence in using English as a mean of communication in the classroom”
(Doqurani, 2011, p.4). He added, due to self-confidence, learner shows positive attitude
11
towards communicating in second language, here English. According to Doqurani (2011,
p.4),” affective factors such as motivation, personality, intergroup climate, and selfconfidence underlie willingness to communicate, and the factor of self-confidence
including overall self-confidence in L2 and situational self-confidence in communication
plays an important role in determining the learner’s willingness to communicate. Baidya,
(2015) says that the people in real environment do not support the English speakers as
they don’t have knowledge about this language and they have not enough courage to
speak. According to Baidya (2015) such people think that the person who is trying to
speak English in front of them is a showy type of person, so, to hide their own disability,
they start discouraging English learning and in result students actually lose their
confidence in order to improve their speaking skills. This kind of unacceptance becomes
the cause to down their moral and they use their first language for routine
communication, and this affect learner’s fluency of speaking a lot.
2.2.2 Insufficient Vocabulary
The main hurdle in oral communication is lack of vocabulary (Ozturk& Gurbuz,
2014). According to (Ozturk& Gurbuz, 2014), if a learner has no word bank with enough
words, it is not possible for him to survive; learner must face serious issue due to this
problem. (Ozturk& Gurbuz, 2014), insufficient vocabulary is considered a key hurdle in
oral communication. Just imagine a situation that you have to explain the English waiter
that you want to eat vermicilies with tomato sauce, and one plate of pottage with two
breads, if you don’t have vocabulary to place your order, what would you do?. According
to Saengpakdeejit (2014, p.147), “vocabulary has been recognized as an important factor
for language learning because insufficient vocabulary knowledge leads the learners to
12
encounter difficulties in language learning”. According to Saengpakdeejit (2014, p.147),
when learners learn words from some authentic dictionary and they try to guess the
meaning from the context of the situation, they are actually performing the key tactic in
understanding. Consulting dictionary for vocabulary is very helpful, dictionary not only
provided the words but also its proper pronunciation, and it also guides the learner about
the grammar of that language.
2.2.3 Lack of Listening Practice
Listening is the receptive skill. It has key role in learning second language. If we
are not a good listener we cannot perform well. Another important aspect of learning
language is listening. It is obvious that a learner cannot learn new words all the time from
dictionary. When he listen people talking, he, automatically, learn new words if and only
if he has good listening skills. According to Hamouda (2013) there is a silent time period
in learning of any language. It is not so that a learner starts learning some foreign
language and for the very second day he starts speaking; in acquiring of any language
first learner learn enough words from people around with the help of listening skills, and
when he gets enough vocabulary to speak then he starts speaking.
Hamouda (2013, p.113) says, “People acquire language by understanding
linguistic information they hear. Therefore, language acquisition is achieved mainly
through receiving understandable input and listening ability is the critical component in
achieving understandable language input. Any kind of learning simply cannot without
understanding inputs at the right level. Thus listening is a fundamental language skill, and
thus it merits a critical priority among the four skill areas for language students”. He
13
adds, listening is a key feature in acquiring new language and in the growth of speaking
skills. By listening other people, learner of second language can aware how to deliver
different massages in different ways. According to Hamadou (2013, p 144), “ students
from kindergarten through high school are expected to listen 65-90 percent of the time
and he concludes that, both in and out of the classroom, listening consume more of daily
communication time than other forms of verbal communication.” Hence, it can be said
listening has an essential role in the educational life as well as in daily routine life of the
learner of L2 and its regarded as the most used language skills.
2.2.4 Pronunciation:
Pronunciation is the component that is effortlessly noticed if there is any error.
Every learner does agree with this fact that a person who is good at pronouncing words is
more appreciated than a person with wrong pronunciation. It is a common debate that, for
second language learner, proper pronunciations the issue. Second language learners have
no need to alter their own dialect in order to pronounce proper pronunciation. According
to the many theories, it is not feasible for the second language learner to convert his
accent and pronunciation into native-like.
2.2.5 Literature Review
Heriansyah (2012) conducted a study on speaking problems faced by the English
department students of Syiah Kuala University. He focused on the students of English
department of the university. The aim of the study was to find out the causes of speaking
problems in third semester students who got lowest scores in speaking class at the
English Department. Sample of (N=25) students was taken from the English department
at the university. The selection was done by using the students who got grade C in
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Speaking, and also based on information about them by the lecturers. It was also based on
the preliminary research done by the researcher when he taught them in Speaking II. Data
were collected through interview and observation as the main instrument. The
observation was conducted by using observation guide. It also discusses the difficulties
and causes perceived by students in learning speaking and the efforts by them at Syiah
Kuala University. Results of the research showed that there were twelve kinds of
difficulties in speaking that were faced by the students. The most problem was lack of
vocabulary felt by the students. 9 difficulties dealt with non-linguistic ‘cowardly and
nervous to speak’, ‘not confident to speak’, ‘not used to talking in class’, ‘afraid of
speaking’, ‘afraid of making errors’, ‘ afraid of being mocked by friends’, ‘difficult to
express words’, and ‘confused how to use appropriate words.’, and 9 with linguistic
problems of difficulty, ‘seldom memorizing vocabulary, ‘lack of grammar’, ‘words
having more meanings’, ‘being confused about using appropriate words’, ‘sometimes
reading grammar’, ‘poor pronunciation.’ faced by the students. The study did not focus
on family background of the learners and teaching style. It only focused on learners’
activities.
Mistar, Zuhairi, and Umamah (2014) investigated for strategies of learning
speaking skill by senior high school EFL learners in Indonesia. They explored many
reasonable ways to increase language input and exposure, and extra-curricular reading.
Foreign language is complicated and difficult due to vocabulary and sentence structure,
thus it causes reluctant readers. If we talk about solving the problem, extensive reading
approach and free voluntary reading are mostly implemented for their practical and
theoretical merits to independent reading outside the class. The study examined the
15
English extra- curricular reading was based on a sample of (N=143) undergraduate
participants in the Taiwanese context. Questionnaire and interview were used to give
answers to two research questions; (1) student’s extra-curricular reading and habit, and
(2) the relationship among student’s achievement, reading attitude, and motivation.
Results indicated that participants were generally extra-curricular reading, and value
English show less anxiety in reading. However, lack of extra-curricular reading habit was
also observed in the participants. Correlations existed between learned achievement and
several factors, such as value, trying for learning, and integrative orientation. Interview
results investigated passive learning and anxiety in speaking, and problems in easy access
to language learning. The study focused on extra-curricular activities of the learners. The
researchers totally ignored teaching style and learners’ background.
Sayuri (2016) conducted a study to examine English speaking problems of EFL
learners of Mulawarman University. The study was consisted of four skills in English;
listening, speaking, reading, and writing. The research included a sample of (N=24)
students of semester four. Descriptive research design of qualitative was used. Speaking
test with rubrics and questionnaire were used to extract the data. Results of the study
showed that 96% students faced some problems in pronunciation, grammar, and fluency
and 2% students faced to mispronunciation with incorrect meanings. 42% of the
participants pronounced incorrectly a few words that the meaning is not affected. 96%
students had hesitation to speak and 12% participants repeated a lot of sentences due to
un-clarity. Findings also showed that students faced other problems such as fear to
making mistakes, shyness to speak, and lack of confidence. Results also revealed that
students had less reading habit, less participation in the classroom and outside of the
16
classroom, and confusion of grammar rules for applying during conversation. And all
skills were interrelated with another in the communication. The study highly focused on
phonological and morphological aspects of the language. Psychological aspects, learners’
background and teaching style were mostly ignored.
Hossain (2018) investigated difficulties of learning the English language at the
secondary level: A Case Study of Thakurgaon District. The research included
questionnaire and interview for collecting data. Mix method was used to analyse the data.
Sample of (N=15) was taken from the SSC level for the interview and observation.
Multiple choice questionnaires of 30 items were also used. 31 participants were selected
through field survey method in which 15 were male and female students, 10 guardians,
and 6 teachers. Results showed that students were facing complexities in Grammar,
Vocabulary, and Speaking Skill. Parents and teachers expressed their different views
about the students in English language learning complexities. Many students did not get
Standard Education of English due to expert and knowledgeable teachers, financial
constraints, lack of multimedia learning system and project teaching. The study mostly
focused on the teachers’ and the students’ knowledge and teaching style. The researchers
ignored the learners’ background during his study.
Banu and Nishanthi (2017) investigated difficulties faced by college student in
speaking English – a sociological reflection. The research explored difficulties of the
students in English as a second language with its psychological, physical, emotional and
intellectual aspects. Fix ended questionnaire was used to get the response from the
participants. Sample was consisted of the students who belonged to urban and rural areas
at the colleges. Findings of the study showed that the students who belonged to the rural
17
areas, were more facing the difficulties in the English language than urban. Results also
explored the difficulties in attitude, grammar, pronunciation, proficiency, regional
disparity of the students. Findings also showed that English was more frequently used in
the classrooms than outside of the classrooms. Lack of listening, speaking, and reading
habits caused of problems in the students of English. The researchers studied the
phonological, morphological, and syntactical aspects of the language, but they ignored
learners’ psychological problems and family background in speaking English.
Zulkurnain and Kaur (2018) conducted a study on oral English communication
difficulties and coping strategies of diploma of hotel management students at UiTM. The
research investigated the difficulties of hotel management students in their
communication as the ESL learners. Sample of the study of (N= 100) students at UiTM
branch campus in Penang. 8 students were included in focus group, and 8 other students
were included in next group. So, 16 students were interviewed and they were also
engaged and encountered with others for English conversation. Oral communication
strategies inventory (OCSI) developed by Nakatani in 2006, and semi structured
interview were conducted in the study for collecting the data. Mix method was used.
Results revealed that problems or difficulties were occurred because of the students’ lack
of English knowledge. It also showed that learners were mostly involved in meanings of
the selected words during conversation. And most of the students were intended to basic
meaning instead of contextual meaning. The study mostly focused on lexicology and
ignored psychological, phonological, syntactical aspects, and learners’ background.
Alamirew and Seyoum (2015) conducted a study on speaking strategies employed
by second year students at Mettu College of Teachers Education. The research focused on
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English speaking strategies and instructions to overcome the problems in the students of
2nd year during interaction with others. Sample of (N=46) students of 2nd year and 1
teacher of spoken English course was taken for the study. Mix method and descriptive
design were used for collecting data. Results showed that students used different varieties
of speaking strategies. But, they were using direct and indirect speaking categories
individually in a different way. Results also showed that some strategies were less
frequently used. Moreover, the teacher used strategies that were given in training.
Activities of speaking were more frequently used than speaking strategies. The
researchers focused on speaking strategies while ignoring phonological, psychological
aspects of the language, and learners’ background.
Mistar and Umamah (2014) explored a study on strategies of learning speaking
skill by Indonesian learners of English and their contribution to speaking proficiency.
Actually, the study was a subset report of a project on skill based strategies of English
learning by EFL Indonesian learners at Islam Malang and JI. MT Haryono universities. It
also focused on differences in speaking strategies between male and female learners.
Sample of (N=595) students of 2nd year at senior high school in East Java, Indonesia was
taken. Oral Communication Learning Strategies (OCLS) questionnaire that was consisted
of 70 items was used for collecting data. It also consisted of 10 more items on selfassessment of speaking proficiency. Results revealed that six speaking strategies affected
on female learners in highly using; interactional-maintenance, fluency- oriented, time
gaining, self-evaluation, interpersonal and compensation. The following four speaking
strategies; self-improvement, compensation, interactional-maintenance and memory
19
highly contributed with communication in male learners. The researchers focused on
linguistic aspects while ignoring learners’ background.
Larenas (2011) conducted a study of exploring knowledge of English speaking
strategies in 8th and 12th graders. Oral Communication Strategy Inventory (OCSI),
developed by Nakatani, was used for collecting data. Sample of (N=108) students from
government, semi-government, and private sectors in Chile was taken for the study.
Results showed that students of 8th grade had great knowledge of speaking strategies than
12th grade students. Findings also showed that kind of the sectors did not vary in using
speaking strategies. The study focused on phonological and morphological aspects of the
language, but it ignored its psychological aspects and learners’ environment.
Gani, Fajrina, and Hanifa (2015) conducted a study on students’ learning
Strategies for developing speaking ability at secondary level, Banda Aceh, Indonesia. The
research focused to study performance of speaking students in oral skill and speaking
strategies in both kinds of students at high and low level. Sample of (N=16) students was
taken for the study. All students were selected from four classes; XI 5, XI 6, XI IS 1, XI
IS 2. Four students from each class were taken. Two groups were made. Thus, 8 students
for each criterion (low or high speaking performance) were in one group. Mix method
was used in the study. Interview and questionnaire were applied for collecting the data.
Results showed that high performing students in speaking had better learning strategies
(compensatory, social, cognitive, meta-cognitive, memory, and affective) in speaking
skill enhancement. Findings also showed that high performance students used more
learning strategies appropriately and consciously than low performance students.
20
Srikaew, Tangdhanakanond, and Kanjanawasee (2014) conducted a study to
investigate the development of an English speaking skill assessment model for grade 6
students by using portfolio. The research explored the steps and components of the
portfolio and speaking skill assessment. Review of the documents and interview were
used for getting data. Content analysis method was used for analyzing the data. 2 students
were taken for piloting and 6 students were taken for oral presentation. Analytic rating
scale was used for scoring criteria on syntax, vocabulary, pronunciation, cohesion, and
fluency. Review of portfolio and interviews of 9 experts were included for English
language teaching and assessment. Results showed that assessment of grade 6 students
contained three parts; introduction, contents, and assessment. Teachers and students
worked together on portfolio assessment. Teachers used formative and summative
assessment. Students focused on their self-improvement and language learning with
proficiency.
Hosni (2014) conducted a research to find out the speaking difficulties
encountered by young EFL learners. The study focused on speaking difficulties that were
faced by ELF young learners at school level. Sample of (N=5) teachers and students from
basic education school, 4 English teachers and 3 classes from one school was taken for
collecting data. 1st language was used as a medium of learning English. Oral skill was an
aspect for language learning rather than speaking. Results revealed that teachers used
more speaking English than students in the classrooms. Oral aspect was neglected than
other others in the classrooms. English speaking skill was hardly used to explore the
ideas by the students.
21
Khan and khan (2016) conducted a study to investigate the obstacles in learning
English as a second language among intermediate students of districts Mianwali and
Bhakkar, Pakistan. The study focused on the problems in speaking and language learning
in male students at colleges. Sample from 4 government colleges of both districts was
taken. Students, who belonged to urban and rural areas, were selected for the data. The
study examined the Urdu and Sraiki languages in the participants. Many factors were
noted for problems and obstacles in speaking and learning of the English language.
Findings indicated that students more focused on context learning. But, many factors
were still there, that should be eliminated for the betterment of English speaking and
learning. Biased and ambiguous policies and attitude were present in oral communication
and language learning. Shortage of English teachers, lack of modern technology, and lack
of speaking skill, poor examination system, defective syllabus, and lack of teaching
training were caused of problems and obstacles in the English language.
22
Chapter 3
Methodology
3.1 Research Design
Quantitative research design will be used in the study. Survey method with
demographic form and questionnaire will be used. Descriptive method will be used to
investigate the effects of coping strategies with difficulty in speaking English.
3.2 Population
The population of the study will be all the students from different departments at
University of Central Punjab.
3.3 Sample
Sample of the study will be consisted of 63 students at graduation, master, and
MPhil level. 5 students from BA and B.Sc., 21 students from BS, 28 students from MA,
M.Sc., and 9 students from MPhil, will participate in the study. Convenient sampling
technique will be used for selecting the participants. 30 students from rural areas and 33
students from urban areas will participate in the study. 19 students from Urdu speaking
families, 21 students from Punjabi speaking families, and 23 from mix language (Urdu,
Punjabi, English) families will participate in the study.
3.3 Research Instrument/Tool
Five points likert (Never, Rarely, Sometimes, Often, Always) scales of coping
strategies with speaking difficulties in English will be developed by the researchers. 20
participants will be taken through convenient technique. Pilot study will be conducted to
investigate the reliability of the scales. 30 items will be included in the scale of coping
strategies, and 10 items will be included in the scale of speaking difficulties.
23
Chapter 4
Data Collection and Analysis
4.1 Data Collection
The students will be taken from different departments and libraries of University
of Central Punjab.
4.2 Data Analysis
Data will be analyzed through SPSS. Values will be given to the variables. From
item No. 1 to item No. 30 will be computed and transferred them into one variable,
coping strategies. From item No. 31 to item No. 40 will be computed and transferred
them into one variable, speaking problems.
Chapter 5
CONCLUSION AND SUGGESTIONS
At the end conclusion and suggestions would be given based on the data which
would be analyzed.
24
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Appendices
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