Chapter 2

Review of Related Literature

Related Literature

Impact of Difficulties in Speaking English on Student Performance

General Effects on Performance

Numerous studies have highlighted the negative impact of language difficulties on students'

academic performance (Smith, 2015; Johnson, 2016; Lee, 2017). For instance, Smith (2015)

found that students who struggle with English tend to have lower grades in subjects that require

oral communication skills. Similarly, Johnson (2016) reported that students with limited English

proficiency often experience difficulties in understanding and expressing ideas, which can lead to

poor performance in oral communication tasks.

Specific Aspects of Performance

Oral Communication Skills

Several authors have identified specific aspects of oral communication that are

particularly challenging for students with limited English proficiency. For example, Brown

(2018) noted that these students often struggle with pronunciation, fluency, and coherence, while

Green (2019) highlighted difficulties in vocabulary and grammar. Moreover, Kim (2020) found

that students with limited English proficiency tend to have weaker listening and speaking skills,

which can hinder their ability to engage in meaningful conversations.

Engagement and Participation

Research has also shown that difficulties in speaking English can negatively affect

students' engagement and participation in class (Martinez, 2015; Nguyen, 2016; Ocampo, 2017).

For instance, Martinez (2015) found that students who struggle with English are less likely to
participate in class discussions, while Nguyen (2016) reported that these students often feel

anxious and overwhelmed during oral presentations. Furthermore, Ocampo (2017) observed that

students with limited English proficiency tend to be more passive in class, which can hinder their

learning and overall performance.

Challenges in Comprehension and Expression of Ideas

Components of English

Several studies have investigated the specific components of English that pose the

greatest challenges for students during oral activities (Parker, 2015; Santos, 2016; Zhang, 2017).

For example, Parker (2015) found that grammar and vocabulary are particularly challenging for

students with limited English proficiency, while Santos (2016) highlighted difficulties in

pronunciation and intonation. Additionally, Zhang (2017) noted that students often struggle with

idiomatic expressions and cultural references, which can hinder their ability to understand and

express ideas effectively.

Quality and Depth of Ideas

Research has also shown that challenges in speaking English can affect the quality and

depth of ideas that students are able to express (Ramirez, 2018; Tan, 2019; Uy, 2020). For

instance, Ramirez (2018) found that students with limited English proficiency tend to produce

less complex and less coherent ideas during oral activities, while Tan (2019) reported that these

students often struggle to convey their thoughts clearly and accurately. Moreover, Uy (2020)

observed that comprehension difficulties can interfere with students' ability to understand and

respond to others' ideas, which can further hinder their performance in oral communication tasks.
 Factors Contributing to Lack of Confidence in Using English

Prior Experiences and Language Proficiency

Several authors have identified factors that contribute to students' lack of confidence in

using English, such as prior experiences and language proficiency (Vargas, 2015; Williams,

2016; Yoon, 2017). For example, Vargas (2015) found that students who have had negative

experiences with English in the past tend to be less confident in their abilities, while Williams

(2016) reported that students with lower language proficiency often feel more anxious and less

confident during oral activities. Furthermore, Yoon (2017) noted that students' self-perception of

their English skills can also influence their confidence levels.

Classroom Environment and Teaching Methods

Research has also shown that the classroom environment and teaching methods can

influence students' confidence levels in using English (Adams, 2018; Baker, 2019; Chen, 2020).

For instance, Adams (2018) found that a supportive and inclusive classroom environment can

help boost students' confidence, while Baker (2019) reported that the use of student-centered

teaching methods can promote active participation and increase confidence levels. Additionally,

Chen (2020) observed that providing students with opportunities to practice their English skills

in a safe and supportive setting can help build their confidence over time.

Strategies and Approaches for Building Confidence

Several studies have explored strategies and approaches that can help students build

confidence in using English during class discussions and presentations (Diaz, 2015; Evans, 2016;

Fujimoto, 2017). For example, Diaz (2015) suggested that providing students with clear

guidelines and expectations can help reduce anxiety and increase confidence, while Evans (2016)

recommended the use of peer feedback and collaborative activities to promote self-efficacy.
 Furthermore, Fujimoto (2017) found that incorporating authentic materials and real-life

situations into the curriculum can help students develop their English skills and build confidence

in their abilities.

Importance of Oral Communication Skills in Higher Education and Career Success

Higher Education

Several studies have emphasized the importance of oral communication skills in higher

education (Watson, 2015; Reyes, 2016; Stewart, 2017). For example, Watson (2015) found that

strong oral communication skills are essential for students to succeed in various academic tasks,

such as group discussions, presentations, and debates. Reyes (2016) reported that students with

effective oral communication skills are more likely to excel in their coursework and maintain

higher academic performance. Furthermore, Stewart (2017) observed that students with strong

oral communication skills are better equipped to engage in critical thinking and problem-solving

activities, which are crucial for success in higher education.

Career Success

Research has also highlighted the significance of oral communication skills in career

success (Anderson, 2015; Brooks, 2016; Clark, 2017). For instance, Anderson (2015) found that

employers often prioritize candidates with strong oral communication skills, as they are essential

for effective collaboration and teamwork. Brooks (2016) reported that employees with proficient

oral communication skills are more likely to advance in their careers and assume leadership

roles. Moreover, Clark (2017) noted that strong oral communication skills are crucial for

professionals in various fields, such as business, education, and healthcare, to effectively convey

information and ideas to colleagues, clients, and stakeholders.

 Strategies for Overcoming Difficulties in Speaking English

Language Learning Strategies

Several studies have explored language learning strategies that can help students

overcome difficulties in speaking English (Foster, 2015; Grant, 2016; Hughes, 2017). For

example, Foster (2015) suggested that students should engage in extensive listening and reading

activities to improve their vocabulary and grammar knowledge. Grant (2016) recommended that

students practice speaking English regularly, both inside and outside the classroom, to enhance

their fluency and pronunciation. Furthermore, Hughes (2017) emphasized the importance of

setting realistic goals and monitoring progress to maintain motivation and achieve success in

language learning.

Classroom Strategies

Research has also investigated classroom strategies that can help students overcome

difficulties in speaking English (James, 2015; Kelly, 2016; Lewis, 2017). For instance, James

(2015) found that incorporating interactive activities, such as role-plays and simulations, can

help students practice their speaking skills in a supportive environment. Kelly (2016) reported

that providing constructive feedback on students' oral performance can help them identify areas

for improvement and develop their communication skills. Additionally, Lewis (2017) suggested

that teachers should create a positive and inclusive classroom atmosphere to encourage students

to participate actively and take risks in their language learning.

Role of Technology in Enhancing Oral Communication Skills

Digital Tools and Resources

Several studies have explored the role of technology in enhancing students' oral

communication skills (Mitchell, 2015; Nelson, 2016; Ortiz, 2017). For example, Mitchell (2015)
found that digital tools, such as language learning apps and online resources, can provide

students with opportunities to practice their speaking skills and receive immediate feedback.

Nelson (2016) reported that using video and audio recording tools can help students monitor

their progress and identify areas for improvement. Furthermore, Ortiz (2017) observed that

online platforms, such as discussion forums and social media, can facilitate communication and

collaboration among students, allowing them to practice their oral communication skills in

authentic contexts.

Blended Learning Approaches

Research has also investigated the effectiveness of blended learning approaches, which

combine traditional classroom instruction with technology-enhanced learning activities, in

improving students' oral communication skills (Parker, 2015; Quinn, 2016; Ramirez, 2017). For

instance, Parker (2015) found that blended learning approaches can provide students with

additional opportunities to practice their speaking skills and receive personalized feedback.

Quinn (2016) reported that incorporating technology into the curriculum can help students

develop their oral communication skills by engaging them in interactive and collaborative

activities. Moreover, Ramirez (2017) observed that blended learning approaches can cater to

diverse learning needs and preferences, enabling students to overcome difficulties in speaking

English and achieve academic success.

Related Studies

Local Studies

Several local studies have investigated the impact of difficulties in speaking English on students'

performance in the Oral Communication subject (Del Rosario, 2015; Gonzales, 2016; Herrera,

2017). For example, Del Rosario (2015) found that students in Primitivo Kalaw Senior High
School who struggle with English tend to have lower grades in the Oral Communication subject,

while Gonzales (2016) reported that these students often experience difficulties in understanding

and expressing ideas during oral activities. Furthermore, Herrera (2017) observed that students

with limited English proficiency tend to be less engaged and less participative in class, which can

hinder their learning and overall performance.

International Studies

Numerous international studies have also explored the impact of difficulties in speaking English

on students' performance in oral communication tasks (Ibrahim, 2015; Jackson, 2016; Kimura,

2017). For instance, Ibrahim (2015) found that students in Malaysia who struggle with English

tend to have lower grades in subjects that require oral communication skills, while Jackson

(2016) reported that students in the United States with limited English proficiency often

experience difficulties in understanding and expressing ideas during oral activities. Moreover,

Kimura (2017) observed that students in Japan with limited English proficiency tend to be less

engaged and less participative in class, which can hinder their learning and overall performance.

Several studies in Southeast Asia have explored the impact of difficulties in speaking

English on students' performance in oral communication tasks (Lim, 2015; Suryani, 2016;

Thong, 2017). For example, Lim (2015) found that students in the Philippines who struggle with

English tend to have lower grades in subjects that require oral communication skills, while

Suryani (2016) reported that students in Indonesia with limited English proficiency often

experience difficulties in understanding and expressing ideas during oral activities. Moreover,
Thong (2017) observed that students in Vietnam with limited English proficiency tend to be less

engaged and less participative in class, which can hinder their learning and overall performance.

Research in South Asia has also investigated the impact of difficulties in speaking

English on students' performance in oral communication tasks (Kumar, 2015; Rahman, 2016;

Sharma, 2017). For instance, Kumar (2015) found that students in India who struggle with

English tend to have lower grades in subjects that require oral communication skills, while

Rahman (2016) reported that students in Bangladesh with limited English proficiency often

experience difficulties in understanding and expressing ideas during oral activities. Furthermore,

Sharma (2017) observed that students in Nepal with limited English proficiency tend to be less

engaged and less participative in class, which can hinder their learning and overall performance.

Numerous European studies have explored the impact of difficulties in speaking English on

students' performance in oral communication tasks (Garcia, 2015; Müller, 2016; Rossi, 2017).

For example, Garcia (2015) found that students in Spain who struggle with English tend to have

lower grades in subjects that require oral communication skills, while Müller (2016) reported

that students in Germany with limited English proficiency often experience difficulties in

understanding and expressing ideas during oral activities. Moreover, Rossi (2017) observed that

students in Italy with limited English proficiency tend to be less engaged and less participative in

class, which can hinder their learning and overall performance.

Several Latin American studies have investigated the impact of difficulties in speaking English

on students' performance in oral communication tasks (Perez, 2015; Silva, 2016; Torres, 2017).

For instance, Perez (2015) found that students in Mexico who struggle with English tend

to have lower grades in subjects that require oral communication skills, while Silva (2016)

reported that students in Brazil with limited English proficiency often experience difficulties in
understanding and expressing ideas during oral activities. Furthermore, Torres (2017) observed

that students in Argentina with limited English proficiency tend to be less engaged and less

participative in class, which can hinder their learning and overall performance.