EXPLORING STUDENTS’ DIFFICULTIES AND MOTIVATION IN

SPEAKING ENGLISH LANGUGAGE

A Thesis Presented to the College of Arts & Sciences and Education Faculty

in Partial Fulfillment of the Requirements for the Course -

ENGL336: Language Education Research

By

CYREL JOY T. BENIAN

ANGELIQUE MENNISE A. BOLODO

DEVINE D. PUNZALAN

ELAINE MAE SARIEGO

NOREEN SEAH SARIP

Bachelor in Secondary Education Program

College of Arts & Sciences and Education

Notre Dame of Tacurong College

City of Tacurong

May 2023
TABLE OF CONTENTS

Page
 CHAPTER 1

THE PROBLEM

Introduction

Speaking well in English language is among the most important abilities to

develop to become globally competitive. But many people consider it to be one of the

most difficult (Amoah & Yeboah, 2021). With this, English language instruction for a

non-English speaker is provided to students so they can have the skills to understand

the language appropriately and to have effective oral and written communication

skills. This goal will be difficult to fulfill if students cannot speak English properly

and smoothly (Richard, 2008) as cited by (Ratih Inayah & Hum, n.d.).

Zdemir, Pehlivan Işman, and Büyükkarc (2021) argue that education in the

twenty-first century should support people in achieving their goal of becoming global

citizens. In this regard, language instruction plays a vital role in fostering and

sustaining the information, abilities, and attitudes that are essential for enabling

learners to communicate effectively.

According to Oman's Ministry of Education, basic education strives to equip

students with the necessary life skills by fostering their communication abilities,

capacity for self-improvement, and capacity for critical thought while dealing with

current science and technology (Al Abri, 2008). It goes without saying that

communication skills must be improved. Since oral English communication skills are

a component of this skill set, students should be encouraged to acquire them. English

language learners in Oman frequently lack speaking chances outside of the classroom,

and for many of them, the course book is the only source of English language

exposure (Al Zedjali, 2009). Although speaking is regarded as one of the primary
language skills
 2

that students should work on, it has been generally observed that students encounter

numerous challenges when speaking English (Al Hosni, 2014).

Despite their knowledge of the English language, learners still struggle with

speaking. According to various studies, oral language development in the classroom

has been severely neglected, and most of the time, teachers use oral language more

frequently in the classroom than students do. However, even when the teacher uses

spoken language, students hardly ever use it to learn new information or explore new

concepts (Al Hosni, 2014).

In addition, to investigating the EFL learners’ common difficulties in speaking

English, Ur's study (1996) shows that common challenges include inhibition and

having nothing to say. Additional difficulties as mentioned by Zhang (2009) include

shyness, fear of criticism, and worry over making mistakes. Zhang (2009) also noted

that poor or inconsistent involvement was a concern in a speaking course when it

came to the in-class exercises. This phenomenon is in serious contradiction to the

notion that the major goal of all English language teaching should enhance learners’

ability to use English effectively and accurately in communication (Davies & Pearse,

2000).

In Asia, where English is not an official language, most of the EFL learners

lack the opportunity to speak English, although courses for English speaking have

been part in the school curriculum. Generally speaking, most learners are afraid of

speaking English in the public. This frustrating information necessitates rethinking

what causes those Asian learners’ difficulties inspeaking English and how to help

solve the problems (Chiu, 2019).

On the other hand, the Philippine educational system requires English as a

 3

medium of instruction at all levels beginning Grade One. This policy aims to promote

the proficiency of learners in using the English language because it is undeniable that

English is important as global language. Nevertheless, when English proficiency was

assessed among Filipino students, it was found to be still a low level. The problem

which makes difficulty in speaking English is that the environment does not support

students to speak English frequently. The responses from the environment when

students speak English makes them loose their self-confidence and be rejected, so

they use the native language (Gonzales, n.d.).

Furthermore, students become overly conscious with the sounds they produce,

the appropriateness of vocabulary, the correctness of grammar, and the perception of

other. All of these, and possibly a lot more, encapsulates the uncertainties Filipinos

may experience when engaging with communicative tasks requiring English

language.

As an institution, Notre Dame of Tacurong College places a strong focus on

the importance of communicative competence as the ultimate goals of language

teaching and learning. So that, students can also interact orally to each other through

English. The researchers discovered, however, that students are likely reluctant to

speak up because they are not confident enough that their English grammar is correct.

They also fear being intimidated or humiliated in front of others. Thus, in this study,

the researchers would like to explore students’ difficulties and motivation in speaking

English language.

Statement of the Problem

The main objective of this study wass to explore students’ difficulties and

motivation in speaking English language.

 4

Specifically, this study aimed to answer the following questions:

1. What is the extent of students’ difficulties in speaking English language?

2. What is the level of students’ motivation towards speaking English language?

Significance of the Study

The result of this study will potentially benefit the following:

To the School Administrators, the findings of this study might help them

create a useful organization or program and so to meet the goals of the school to

improve students English-speaking abilities. Furthermore, the result of this study will

provide them the background which will be used as a basis in implementing activities

and programs that will further develop students English- speaking skills.

To the Teachers, this could provide information to help create and prepare a

better strategy, techniques or skills and aids for learning speaking skills. The data

gathered will serve as a guide to have knowledge about factors that affect students’

confidence in speaking the language and to formulate strategies to answer these

problems.

To the students, the findings of this study will provide insights regarding the

situational difficulties experienced by students in speaking English. The findings of

this study will also strengthen and enrich their understanding of prior knowledge

acquired throughout the learning process.

To the Future researchers, this research will serve a useful reference in

conducting future research that is related to this study. The result of this study will

provide additional knowledge and information about the difficulties on speaking

English.
 5

Scope of the Study

This study is only concerned and confined with regards to students’

difficulties and motivation in speaking English language. It will be conducted among

the BSED English students of Notre Dame of Tacurong College from 1st year to 4th

year who are officially enrolled at Notre Dame of Tacurong College during the

academic year 2022- 2023.

Definition of Terms

The following terms used in this study is conceptually and operationally

defined.

English language as defined by Hatchen in Encyclopedia of International

Media and Communications (2003), is the language of international communication

on many levels. English has become the global language of science and technology

and the main language of computers. For the purpose of this study, it refers to the

language used as medium of instruction in schools and universities in which students

experience difficulties.

Motivation is a diffuse concept and is often tied to other factors that influence

the energy and direction of behavior factor such as interest, need, value, attitude,

aspiration, and incentives (Gardner, 1985 as cited by Ihasn, 2016). Operationally, it

refers to the effort, desire, interest and attitude of the students to learn and develop

their skills in speaking using English language.

Student difficulty is a condition in which the students does not learn naturally,

due to threats, obstacles, or distractions in the study (Djamarah, 2011) In this study,

we define student difficulty related to the challenges faced by students in using

English language in a communicative situation. It also refers to the students’ obstacles

 6

to speak fluently with correct pronunciation and grammar.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review and related literature on the study exploring

students’ difficulties and motivation in speaking English language.

According to Crystal as cited in Wangsen (2019), the use of English language

has become widespread compared to any other languages in history. Nowadays,

people uses the language to communicate, study, provide presentation, and other

activities globally. Hence, this gives a conclusion that English is not limited to native

speakers only. In fact, it has become a language for all people around the world.

English as Global Language

In the twenty-first century, the world has become interconnected and

accessible to all people across the globe as the role of English language emerged as a

common language regardless of differences in habits, cultural associations, and

regions. English has been accepted as the global language that has been used by

thousands of people who speaks different languages. The emergence of science and

technology paved way to in changing the lives of people in the world. With this, the

world has become a global village where people build relationship with other.

Moreover, trade and commerce became international, and most business organizations

expanded. However, in order to maintain international relationship in science,

technology, education, tourism, and the business world, it requires good

communication to build better connection in which highlights the role English

language as a common and global language since it is the language commonly used

not only by scientists, business organizations, and internet but also in university and

colleges, and tourism sectors. This is according to Rao (2019) in his study on The
 8

Role of English as a Global Communication which presents the importance of the

language as most of the world’s communication is done using this. It also highlights

how tourism, entertainment fields, education and employment in adopting as principal

language.

It is a fact that with the development of informatization and globalization,

most people from all over the world are communicating with those in the other

regions using a widely recognized language, that is English. English today is spoken

all over the world but the language used by its speakers varies in pronunciation,

spelling, grammar, and vocabulary to the extent that there I an urge to ask if these

people can be considered to be speaking the language (Horobin, 2016)

English as Lingua Franca

Mauraren (2018) defined English as a Lingua Franca (ELF) is a complex form

of language which is viewed from three key perspectives: cognitive, micro- social or

international, and macro-social. ELF provides opportunity of communication among

people across the globe. It effectively allows speakers who shares different languages

to interact with each other and brings their L1 into contact, which can be relate with

multilingualism (Seidlhofer, 2017).

As a step in advancing to globalization, applied linguists are compelled to

reconsider established assumptions about language use and learning (Kramsch, 2014).

Focusing on English as lingua franca (ELF), the context of ELF wherein English is

used as a medium of communication among non-native In a statistic report, there are

about 1.5 billion people worldwide who spoke English either natively or second

langiage (L2), slightly more than the number of Mandarin Chinese speakers which is

1.1 billion. Hindu and Spanish only placed third and fourth most widespread that year
 9

(Statista Research Department, 2022).

Nguyen (2021) stated in his study that there are several challenges that

learners often encounter when learning English language. By understanding students’

difficulties in learning English speaking skills, studies related to this issue will offer

some solutions to be used as an intervention to overcome those difficulties and most

importantly, to contribute on the improvement of their speaking skills.

In some universities where English language is taught as a compulsory

language, Chand, (2021) in his study on Challenges Faced by Bachelor Level

Students While Speaking English. Indonesian Journal of English Language Teaching

and Applied Linguistics explained that students face a lot of difficulties in speaking

English fluently and even after they completed their degree, some of them still could

not speak English proficiently. Thus this leads to the conclusion that exploring aspects

that influences the performance of students when speaking English is crucial to

further assess what aspects should be given attention and to be improved, and factors

needs to be taken into consideration in conducting solutions and interventions.

Another study also discussed that speaking skill is considered as an essential

skill as a means of global communication. The reseach on the challenges in speaking

English provides explanation regarding the contributing factors that inhibits students

to speak confidently and fluently. This also gives educators’ a background as a basis

on the approaches in teaching and enhancing speaking skills. Thus, it is necessary to

identify the approaches employed with the support from related past studies. And by

identifying the approaches, educators could select one strategy which might be

feasible in their own classroom (Paneerselvam and Mohamad, 2019) .

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Students’ Difficulties in Speaking English

According to Gambhir (2021), speaking is considered as an indicator of

proficiency. It is believed that a learner who shows language fluency is proficient

learner of that language. Chand states that English language is taken as foreign

language and taught from elementary level up until college level as a compulsory

subject. In relation to this implementation, university students in particular, face lot of

difficulties in using English language in a communicative situation. In his study he

tried to explore the difficulties experienced by students and the contributing factors

that challenges their speaking skills in English.

Wangsen (2019) said that most students still experience anxiety when using

English because they think about the complexity of the language. For instance, when

students do a presentation, they tend to feel anxious and less confident mainly because

they are afraid of errors and unhappy reaction from the audiences.

On a study conducted by Susilawati (2017), students studying in English

language department at University of Indonesia experience problems when delivering

presentation. These problems include lacking of confidence, grammatical errors,

mispronunciations and weak vocabulary, and also fear of making mistakes.

The students’ difficulties of speaking have been researched by Rahmaniah,

Asbah, and Nurmasitah (2018). The result of their research showed that there are

internal and external factors affecting the difficulty faced by non-native students when

using English language. Internal factors consist of slow learners, difficulty

memorizing some words, difficulty recognizing word's pronunciation, poor grammar

knowledge, low self-esteem, and fear of being criticized. On the other hand, external
 11

factors is that they rarely use the language in communicative situations both inside

and outside the classroom. Since they are not native English speakers, students would

rather speak their native language than in English.

According to Nur & Riadil (2019) as cited from (Swary, 2014), given the

significance of English language speaking skills, learners are expected to speak

English well and with confidence. However, in actual use, many students struggle

with speaking. This issue in speaking is a problem that contributes to someone’s poor

speaking performance.

Riadil (2019) stated that language difficulties might contribute to students' low

academic achievement. Students with poor speaking skills usually lacks vocabulary,

grammar, and pronunciation which belongs to linguistic problems. Another problem

which influences the students’ speaking ability is psychological problem. These are

problems related to emotion, and physical condition and self-productivity such as lack

of self-confidence, nervous, and feeling shy when speaking English.

Zainurrahman and Sangaji (2019) also researched on other difficulties. Their

study presented two factors: linguistic and psychological factors. The result of this

study showed that in the aspect of linguistic, the knowledge of students about

grammar is very low and then followed by their difficulties in vocabulary. On the

psychological aspect, issues such hesitance and having low elf-esteem made them

have poor grammar knowledge when speaking.

A research study conducted by Tran Quoc Thao and Dang Thi Nhu Nguyet

(2019), confirmed that English as Second Language (ESL)/ English as Foreign

Language (EFL) learners face a variety of difficulties in their speaking English. They

may face both linguistic and non-linguistic problems in grammar, vocabulary,

 12

affective factors, and so on. In their study, they addressed one of the aspects of

English speaking difficulties is affective difficulties.

Affective or Psychological difficulties

One of the most essential difficulties of learning English language is the

affective side of the learner. According to Juhana as cited by Tran & Dang (2019),

psychological factors often discourage students from speaking English mainly

because they are afraid of making mistakes, anxiety, low self-esteem, and lack of

enthusiasm.

Pratiwi (2021) listed several factors related to psychological issues which

leads to speaking difficulties. In study conducted by Juhana (2012), it is concluded

that students have psychological factors such as fear of mistake, shyness, anxiety, and

the like that hinder them from practicing their speaking in English class. According to

Heron (2005), anxiety is very influential factor that intercepts the learners’ skills and

it spurs up the feeling of being afraid and nervousness which usually deters the learner

from achieving oral proficiency.

1. Lack of motivation

Motivation is defined as the desire of students in learning a language. Ellis as

cited by Pratiwi (2021) mentioned that motivation is necessary since it affects

students’ reluctant to peak in English. It is not enough for students to only have the

desire to learn the language, they also need to provide effort to achieve it. In a study

conducted by Hafis and Widya (2021), the result of their survey revealed that students

want to improve their speaking skills. Although their teacher gives them motivation

and tips, the problem occurs when they find it hard to practice by themselves because

they don’t know what to do t improve it.

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Motivating ESL students is a fundamental aspect of teaching young learners

English. Motivation affects effort, which, in turn, affects results and ultimately,

students’ abilities. Susan Verner (2021), says that the part of the joy of language is by

using it in actual communication. The more students are encouraged to communicate

in class, the more motivated they’ll be. Group activity is a great way to allow students

to work accomplish something. This method will require students to be

communicative. Other suggestions to increase students’ motivation are shared by Liu

and Huang as mentioned by Dalem (2017) said that to overcome lack of motivation,

teachers can utilize activities that promotes awareness of the importance of English

and enhancing students’ interest in English.

2. Anxiety

Horwitz and Cope, in Dalem (2017) writes that anxiety stands out as one of

the main blocking factors affecting English language speaking. Based on the finding

of their study, it was revealed that the main caused of students’ anxiety are

communication apprehension, test anxiety, and frear of negative evaluation. The

communication apprehension refers to the students’ low ability to communicate using

the target language. The second cause is text anxiety which deals with students fear of

being tested. The Princeton Review (2022) defined test anxiety as racing of thoughts,

inability to concenrate, feeling of dread with combination of physical symptoms like

fast heartbeat, headache or nausea. The last cause is connected to other students’

evaluation. As the study executed by Sikandar (2017) found that the public anxiety

faced by students is mostly caused by the fear of speaking in front of others, it is seen

by 75% of the students who agree with the statement whether or not they experience

fear of public speaking.

 14

Pratama (2018) conducted a research at Tanjungpura University, they found

that some effective strategies to overcome anxiety based on interview and personal

narrative inquiry rehearsal, relaxation, visualization, gestures and using note card.

3. Shyness

Regarding to the cause of shyness, Bowen and Robby as cited by Dalem

(2017) argue that some shy learners are caused by their nature that they are very quiet.

In this case, the students are not very confident and tend to be shy because most of

them find it very intimidating when speaking English in front of their friends and

teacher. In addition, Saurik (2011) identifies that most of English students feel shy

when they speak the language because they think they will make mistakes when they

talk. They are also afraid of being laughed at by their peers. In this sense, they are

afraid of being laughed at by their friends due to their low ability in speaking English.

In terms of possible solution to overcome shyness, Pesce (2011) says that it is

urgent that teacher creates a friendly and open classroom environment. By doing this,

shy students are hoped to feel fine of making mistakes in their learning. This way,

students will not worry of their imperfect pronunciation and grammar.

Cognitive difficulties

Humaera (2015) listed factors under cognitive difficulties of students.

1. Grammar

Grammar contains a lot of rules of forming words and sentences starting from

simple rules up to complex rules. It is supported by Tuan and Doan (2010) who define

grammar as the language rules consisting of how to construct and form the words.

Thornbury as cited by Humaera (2015), explained that grammatical structure was

 15

crucial in grammar learning hence, grammar should be the starting point of learning.

Students need to understand the implication of language to understand the implication

of language to develop their language awareness and to create meaningful

communication.

2. Vocabulary

Lack of vocabulary that faced by the students make them cannot arrange a

sentence, share their idea and build communication. Hence, why vocabulary becomes

one causes of students’ problem in speaking activity (Humaera, 2015.

A study conducted by Afzal (2019) says that Proficiency in English language

depends on the knowledge of its vocabulary possessed by the second and foreign

language learners and even the native speakers. Though developing the vocabulary is

vital, it poses several problems, especially, to non-native students of English. Students

with a low vocabulary knowledge show weak academic performance in different

courses related to the language skills, linguistics, literature, and translation at the

university level of education. The findings revealed that the English majors at PSAU

face several problems in learning the vocabulary such as knowing the meanings of

new words, pronouncing new words, using new words correctly, memorizing and

spelling new vocabulary and so on. The finding showed that the learners may apply

activation strategies that involve different tactics such as to practise the new words in

different contexts. These strategies can work in addition to other essential learning

strategies such as metacognitive strategies, cognitive, memory and others (Goundar,

2016).

3. Pronunciation

Pronunciation is the important part in oral communication to produce accurate

 16

information and meaningful communication (Kelly, 2000 as cited by Humaera, 2015).

In addition, Humaera explained that students with mispronounce a range of phonemes

can be extremely difficult for the listener to interpret the speaker means. It is

determining factors for language users both in receiving and producing language. It is

essential for students to possess pronunciation ability as much as possible to support

them communicate using target language. Students’ difficulty in pronouncing the

words will affect their performance. They could not say something to other people

when they afraid in mispronouncing the words.Teachers should familiarize students

with pronunciation to enlarge their bravery in oral communication. It could be

minimized by supporting students to be aware of some variables that affecting

students’ speaking.

Motivation in Language Learning

Motivation is an influential factor in the teaching-learning situation. It drives

learners’ learning goals (Filgona, et.al, 2020). Teaching staff must understand that

motivation is the central key in learning. According to Seven (2010), motivation is a

device that is used by learners of English in order to learn the language.

In a research study conducted by Zitouni (2013), it was discovered that

students held strongly positive beliefs regarding the benefits and usefulness of oral

presentations as a learning activity. The findings indicated that engaging in oral

presentations helped students improve their oral expression skills and performance in

other courses as well. However, the research also highlighted that students required

additional practice in areas such as structuring, planning, and organizing their

presentations effectively. Based on these findings, there are several implications for

both teachers and students. For teachers, it is important to recognize the positive
 17

perception that students have towards oral presentations and leverage this enthusiasm

to create engaging learning experiences. Additionally, teachers should focus on

providing guidance and resources to help students develop skills in presentation

structuring, planning, and organization. For students, the study suggests the

importance of actively engaging in oral presentations as a means to enhance their

speaking abilities. It emphasizes the need for students to practice and refine their

presentation skills, particularly in terms of structuring their content, planning their

delivery, and organizing their thoughts effectively.

In a study conducted by the Academy of Culture Language (2019), it was

revealed that learning a second language, such as English, offers various benefits.

These include the opportunity to explore new experiences, expand social connections,

and access better job prospects. Research by Wharton and LECG Europe indicated

that bilingual individuals tend to earn approximately 2% more in annual income. The

study emphasizes the long-term advantages of investing in language learning.

Furthermore, for foreign professionals learning English as a second language, the

financial rewards upon returning to their home countries are particularly significant.

Learning English as a second language also opens doors to promising academic and

career opportunities. Additionally, research suggests that acquiring a second language,

like English, can enhance cognitive abilities, leading to improvements in memory,

creativity, and problem-solving skills.

Learner’s Motivation in Online Learning

Motivation of the learner is crucial for their success. Creating a motivating

environment for learning is also a factor. With current generation learners, there is
 18

also an emergence of technology in teaching and language learning. A study authored

by Dr. Mohammad Reza Ahmadi (2018), he discussed that technology contributes to

the learning process inside and outside of a classroom.

Technology also supports and improves language learning. It continuously

grows in importance as a tool to facilitate language learning. His study focuses on the

role of new technologies in the mastery of second or foreign language. Language

learning is not only affected by individual factors. Social and cultural factors has also

an effect.

There are various factors such as having low motivation in learning, lack of

concentration, lack of confidence, teachers’ attitude, learning facilities, and

willingness of the learner plays a major role in learning second language ((Dimayati

& Mudjiono, 2010: as cited in Sokip, 2020).

Moreover, Sokip (2020) mentioned that the role of a teacher as to how they

deliver teaching using instructional material and curriculum guide and process of

language learning skills is inseparable. The role that a teacher plays, being the

facilitator, may increase level of the learners’ proficiency. However, if the teacher is

authoritarian, there is a risk of students becoming a passive learner.

In March 2020, the World Health Organization proclaimed the coronavirus

pandemic, often known as the Covid-19 pandemic. As global statistics suggest an

increase in the number of this infectious and deadly virus, several nations have

declared a state of national emergency. (Ministry of Education and Culture, 2020)

Teachers and students are mandated to perform teaching and learning procedures in

an online format. The online learning rule is in force to all education establishments.

Learning is transitioned from conventional face-to-face methods to distant digital

 19

platforms.

Students reportedly benefited from online learning due to their strong

engagement with rich learning resources regardless of time or location, as well as a

high chance to engage with online educational activities (Firman & Rahayu, 2020;

Hidayat & Noeraida, 2020; Simamora, 2020). Furthermore, significant levels of

contact also occurred in the forms of virtual communication between professors and

students, resulting in a large capacity for exchanging knowledge and experiences

(Pakpahan & Fitriani, 2020; Rochman & Pertiwi, 2020). As the online learning and

education procedures used computer technology, it enhanced teachers' and students'

motivation to engage, which therefore increased their computer skills (Dasrun, 2020;

Khasanah, Pramudibyanto, and Widuroyekti, 2020). On the other hand, disadvantages

of online learning were also mentioned.

Although students were given too many tasks to do in a short amount of time,

the students shown that online learning led them to experience stress, headaches, and

fever. Some individuals also reported impaired vision due to extended exposure to

computer and cellphone devices. Students also encountered financial difficulties since

they had to purchase large amounts of credit for online requirements (Simamora,

2020). However, these benefits and drawbacks that impacted the students'

performance in learning were intimately tied to their desire throughout the period for

online learning.

Both advantages and disadvantages were affected by the students' motivation.

Many students have low motivation to learn as a result of online learning, while

others are very motivated. Cahyani, Listiana, & Larasati (2020), Rachmat (2020), and

Simamora (2020) found in their research that external variables such as educational
 20

environment, learning time, and technical supports significantly impacted the

accomplishment of students who lacked motivation.

As online learning was performed from home, many parents believed they

could still ask their children for assistance with household chores during their online

learning time. Inadequate internet connection and devices to access remote learning

also contributed to dissatisfaction. Fitriyani, Fauzi, and Sari (2020) and Simamora

(2020) stated, that intrinsic factors inspire students in online learning to a high degree.

The need to comprehend and acquire new information has motivated people to study

diligently, even online. In addition, perseverance and mental wellbeing positively

contributed to their online learning achievement.

Intrinsic and Extrinsic Motivation

Intrinsic and extrinsic motivation was first introduced by Rotter (1966). A

behavior is driven by an internal desire when it is motivated by intrinsic motivation,

which is a drive that comes from within you. Intrinsic motivation seeks no reward

except the activity itself. On the other hand, extrinsic motivation occurs when a

person is motivated from an external factor in hopes of earning a reward (Bernazzani,

2021).

Demotivation and Amotivation

In fact, the lack of both intrinsic and extrinsic motivation is defined as

amotivation. It occurs when learners are hesitant to learn or lack motivation. They

have poor self-confidence and a sense of being inadequate since the learning will not

result in the desired objective, and the activities themselves have even less purpose

(Harnet, 2016).

Amotivated learners are inactive in class, show fakes classroom participation,

 21

or continue with the activity without deep interest (Cheon and Reeve, 2015), don't

really respond to classroom directions and show little adherence to the task (Terrier et

al., 2018).

Learners may suffer low self-confidence and shyness, which might result in

their demotivation. Demotivation is a situation that hinders an initial desire to obtain

information and a reason for learning (Carlson, 2019), In three different ways,

Dornyei and Ushioda (2013) describe demotivation. First, demotivation cannot be

attributed to a strong distraction or more desirable alternatives. Second, it is the

progressive lack of interest in a long-term activity that is continuous. It occurs when

the student recognizes how difficult it is to achieve the objective.

According to Soviana (2018), external factors, especially teacher-related

characteristics such as teachers' attitude, competency, and instructional techniques, are

the main demotivators for students.

Integrative and Instrumental Motivation

Learning a language for personal development and cultural enrichment is

referred to as integrative motivation (Pourhosein, G., 2012). Learners are motivated to

learn the English language as they wish to socialize or participate in the target

language group (Saville-Troike, M., 2006).

Instrumentally motivated learners are those learners who are motivated to

learn English primarily for a purpose such fulfilling academic requirements and job.

In other words, instrumental motivation refers to a motivation to learn and acquire a

language as means of achieving goals (Anjomshoa L. & Sadighi, F. (2015).

Similarly, according to Zhang, H., Dai, Y., & Wang, Y. (2020), gaining
 22

academic success, advancing one's career, or traveling after graduation are examples

of instrumental motivation that affects a learner's language ability.

However, in a study conducted by Engin (2009) among 44 students in Turkey

regarding the which type of learning motivation needed by the student for learning

foreign language successfully, the results show that integrative motivation was more

effective than the instrumental motivation.

Factors affecting the students’ motivation in learning English

Qualified students come from good learning environments, stated by

Goos & Sonnemenn (2017), which raises student expectations, encourages them to

participate, and guarantees that no student fly under the radar. Therefore, the factors

of the learning environment in the classroom have a significant impact on students'

motivation. In a study conducted by Batubara (2020) about factors influencing the

students’ motivation to learn English, the results showed that the student’s

motivations are influenced by the following factors:

1. Teacher’s Presence

In order to create an environment that encourages learning, teachers are the

key. They accomplish this by encouraging students' self-determination (Schuitema et

al., 2016). By encouraging their freedom, teachers help students identify with

themselves, their motivations, and their morals. (Ferlazzo, 2015).

In the study conducted by Singh and Singh (2021) the role of teachers in

motivating students to learn it was stated there that “Students’ learning is not entirely

dependent on their own motivation”. Regardless of whether it is either intrinsic or

 23

extrinsic, it is essential for teachers to create an environment where students are

motivated to study. Thru motivation, teachers play an important role in improving

students' learning. By encouraging students' autonomy, relevance, relatedness,

competence, teachers' interests in the subject, and self-efficacy, teachers can help

students become more motivated to learn. By encouraging their students' freedom of

choice, teachers help them identify with their own personality, personal interests, and

beliefs.

Educators must provide a safe and positive learning environment as part of

their responsibility to foster learning in students’ external assistance. The support that

teachers provide for the growth of students' responsibility, relevance, knowledge,

teachers' interests, and teachers' personality about presenting their subject is how

students understand the teachers' part in enabling students' motivation. Whether

students are motivated to learn for intrinsic or extrinsic reasons, the teacher's support

of that learning and creation of the appropriate environment will increase that

motivation. Johnson (2017).

Students' views of online learning are mostly negative due to a number of

factors, including a lack of communication with their professors and classmates and

feedback from teachers. The results are consistent with Lin et (2017). The study

indicated that participants' extrinsic and intrinsic motivation was weaker in online

education comparing to face-to-face education, and the researchers cite the absence of

connection with peers and instructors as the cause for this. Another research study

with eight participants, a personality scale, and interviews found that poor or

disappointing teacher feedback significantly impacted students' willingness to learn in

an online foreign language course in Thailand (Yantraprakorn et al., 2018).

 24

In a study conducted by Kariuki, M. G. and Mbugua, Z. K. (2018), their study

came up with the conclusion that teacher-driven student motivation improves

academic performance. The study also showed that high teacher expectations of

students' abilities had an influence on their future academic achievement and

motivated students to do better. Students who receive feedback from teachers about

their performance develop the faith that they can succeed in tasks by working hard

(Theobald, 2006; Ferlazzo, 2015).

In a research study conducted by Zitouni (2013), it was discovered that

students held strongly positive beliefs regarding the benefits and usefulness of oral

presentations as a learning activity. The findings indicated that engaging in oral

presentations helped students improve their oral expression skills and performance in

other courses as well. However, the research also highlighted that students required

additional practice in areas such as structuring, planning, and organizing their

presentations effectively. Based on these findings, there are several implications for

both teachers and students. For teachers, it is important to recognize the positive

perception that students have towards oral presentations and leverage this enthusiasm

to create engaging learning experiences. Additionally, teachers should focus on

providing guidance and resources to help students develop skills in presentation

structuring, planning, and organization. For students, the study suggests the

importance of actively engaging in oral presentations as a means to enhance their

speaking abilities. It emphasizes the need for students to practice and refine their

presentation skills, particularly in terms of structuring their content, planning their

delivery, and organizing their thoughts effectively.

2. Personal Attitude
 25

The attitude of pupils influences their academic performance. According to

Rijal and Bachtiar (2015), students with a positive attitude toward classes are more

diligent in their efforts to study in order to get satisfying outcomes. In addition,

instructors’ attitudes also impact the development of students' personalities.

Students with a bad attitude toward learning will not be enthusiastic to study,

resulting in less gratifying outcomes. This negative attitude stops these students from

studying, as seen by their playing with digital devices during class, interacting with a

friend, napping during class, and even ditching school. Positive attitudes may be

regarded as attitudes that promote learning, such as the teaching, and are evident in

learning.

According to Sudibyo, Jatmiko, and Widodo (2016), a motivated behavior is

one that is energetic, focused, and enduring. Moreover, according to Astalini et al.

(2019), learning media may provide motivation, learning stimuli, and psychological

effect on students, thus increasing students' awareness of the studied material.

3. Classroom Condition

“The classroom environment seems to be an important motivating factor that

makes the teaching and learning process.” Dr. Akomolafe & Dr. Adesua (2015)

According to the study of Barr (2016) it was concluded that forming a positive

connection with students increases their motivation and willingness to study.

It also offers an example for how students should interact with their classmates

in the classroom, which enhances student connectivity and leads to increased learning

and motivation. When planning courses and lesson plans, instructors should

constantly consider how their actions may be viewed by their students and keep the

classroom condition in mind.

 26

In a research study examining the impact of classroom activities on students'

speaking fluency, the findings demonstrated a significant influence. Classroom

observations revealed several key aspects. Firstly, students exhibited a high level of

enthusiasm and motivation towards their studies. They actively participated in the

learning process, expressing their ideas and opinions with grammatical accuracy.

Additionally, students displayed a strong willingness to speak English fluently,

aiming to emulate native speakers. This heightened level of excitement and

engagement in the class environment can be attributed to the lecturer's provision of

interesting materials and active encouragement of student involvement (Lestari,

2017).

4. Friends’ influence

Students' cognitive growth and academic performance may be influenced in a

variety of ways by friendship and motivation. Knowing the impacts of age, friendship

quality, various aspects of friendship, and motivation on academic accomplishment

can only contribute to improve student achievement results and, therefore, adult

success.

In the research study conducted by Entusiastik and Y. D. Siregar (2022).

Three forms of classroom interaction were highlighted in The Role of Classroom

Interaction in Online Learning: learners' interaction with instructors, learners'

engagement with their peers, and learners' interaction with information.

Learners who lack connections have limited opportunities to address their

difficulties with their classmates, making it harder for them to get the support they

need to handle their problems, particularly those related to academic performance.

Indicating how cooperating with classmates on academic duties, such as completing

 27

homework, group projects, and sharing academic resources, may affect students'

academic achievement (McGuire & Leaper, 2016; Wentzel et al., 2018).

CONCEPTUAL FRAMEWORK

The learning capabilities of students is evidently affected by various factors.

The classroom setting should not only be the focus but also to the teachers’ ability as

well. “Instructors or teachers should help create a conducive environmen (Amoah &

Yeboah, 2021). Teachers should allow and adapt changes in teaching to continually

optimize the learning environment of students and helping them in meeting their

educational goals.

Another common difficulty in learning English is the linguistics. Linguistic

factors include the language grammar, pronunciation and vocabulary. These linguistic

factors are the most critical factors in learning English. The correct use of language

forms is critical for learners' oral proficiency (Saunders & O’Brien, 2006). It stands as

the foundation of the students however these were factors that are the hardest to

master. To effectively learn English language, the teachers and the students are

expected to work on these three factors in the first point to ensure a strong foundation

of the language. Therefore, providing students with effective language learning

environment is very important for them to gain communicative competence (Ercan,

2020). Thus, in this study the researchers would like to describe the speaking

difficulties and motivation in speaking English language.

The conceptual framework of this study revolves around the description of

speaking difficulties and motivation in speaking the English language among BSED
 28

English students at Notre Dame of Tacurong College. By describing, the specific

difficulties faced by BSED English students in speaking English and identifying the

motivating factors that influence their language learning journey, this study aimed to

contribute to the existing body of knowledge in the field of English language

education. The findings can inform educators and policymakers in designing effective

strategies and interventions to enhance students' English speaking skills and foster

their motivation, ultimately improving the overall English language proficiency

among BSED English students at Notre Dame of Tacurong College.

Figure 1. Schematic Diagram of the Conceptual Framework

Students’ Difficulties Students’ Motivation

Figure 1. Schematic Diagram of the Conceptual Framework describing

students’ difficulties and motivation in speaking English language.

 29

CHAPTER III

METHODOLOGY

This chapter presents the methodology used in this study on exploring

students’ difficulties and motivation in speaking English language.

Research Design

The researchers used descriptive research design. Descriptive research design

was utilized to describe the difficulties encountered by the students and their

motivation in speaking using English language.

Locale of the Study

The locale of the study is Notre Dame of Tacurong College. It is a private

catholic school administered by the Diocesan Clergy of Cotabato (DCC). The school

envisions to be a leading institution in Central Mindanao in terms of quality

education, development programs and updated technology and with the mission to
 30

produce highly competent graduates imbued with Christian desirable Filipino values.

This school is located at Lapu-Lapu Street, Tacurong City, Sultan Kudarat. It provides

Preschool, Elementary, Junior and Senior High School, as well as College. PAASCU

(Philippine Accrediting Association of Schools, Colleges and Universities)-accredited

Notre Dame of Tacurong College Grade School Department serves students of many

cultural backgrounds living in the city and nearby municipalities.

Respondents

The respondents of this study are the BSED education students from 1st year

to 4th year of Notre Dame of Tacurong College who are enrolled for the academic

year 2022- 2023.

Sampling

The sampling technique used in this study is census considering the total

population of the education students who are enrolled at Notre Dame of Tacurong

College.

Instrumentation

The questionnaires used in this study was based on the information gathered

found in the review of related literature discussing students’ difficulties and

motivations in speaking English language. In particular, the researchers adapted the

questionnaires from the study of Amoah and Jeboah, (2021) to determine the extent of

difficulties and the level of motivation of students in speaking English language.

The questionnaire comprises of two parts. Part I of the research questionnaire

 31

includes fifteen statements describing students’ difficulties in Speaking English

language. Part II deals with students’ motivation in speaking English language that is

composed of eight statements. A 4-point Likert Scale was used to indicate the extent

of difficulties that students have encountered in speaking English and their level of

motivation to speak using English language.

Data Gathering Procedure

The researchers asked permission from the office of the Dean of the College

of Arts & Sciences and Education (CAS-ED) of Notre Dame of Tacurong College

(NDTC) to conduct the study. Upon approval of the letter of permission, the

researcher personally administered the research instruments to the respondents. They

conferred and discussed the significance of the study and accomplished the

distribution of the instruments properly.

To avoid prompt responses, respondents will be given 15 minutes to complete

the forms. The results of the questionnaires were tallied and tabulated after they were

completed. These data were used as the foundation for analysis and interpretation.

Statistical Treatment

The researchers used statistical tools to describe all the data gathered to

answer the research questions.

For the first and second research problem mean, and standard deviation was
 32

utilized to determine the extent of challenges and the level of motivation of students

in speaking English language.

Data Analysis

To analyze and interpret the findings on the extent of students’ difficulties in

speaking English, the top 3 highest mean and bottom 2 lowest mean ratings of each

variable were the focused in the discussion of the findings.

To further analyze and interpret the extent of the students’ difficulties and

motivation, the following rating scale and interpretation was employed.

Ranges of Means Description Interpretation

3.25 – 4.00 Always Very Difficult

2.50 – 3.24 Often Difficult

1.75 – 2.49 Sometimes Moderately Difficult

1.00 – 1.74 Never Not less all difficult

To analyze the data on the level of students’ motivation in speaking English

language, the top two items obtain the highest mean ratings, the item obtains the

lowest mean rating, and the overall mean rating were highlighted in the discussion

and presentation of the findings. The researchers used the following ranges of means

with corresponding description and interpretation.

Ranges of Means Description Interpretation

3.25 – 4.00 Always Highly Motivating

2.50 – 3.24 Often Motivating

1.75 – 2.49 Sometimes Moderately Motivating

1.00 – 1.74 Never Least Motivating

 33

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

This chapter presents the analysis and interpretation of findings on the

Students’ difficulties and motivation in speaking English language of the Bachelor of

Secondary Education (BSED) students of Notre Dame of Tacurong College.

Table 1, shows that Statement 8 “I find it difficult to speak a lot of English

during English lessons” obtained the highest mean rating of 3.02 (SD = 0.83)

interpreted as Difficult. It shows that a majority of the respondents face difficulties in

speaking English during their English lessons. Several reasons contributed to the

perceived difficulty in speaking English. Limited vocabulary is one possible factor.

Without a wide range of words and expressions, students may struggle to express their

thoughts and ideas effectively, leading to difficulties in speaking fluently. Lack of

confidence can also be a significant obstacle. Students may feel self-conscious or far

making mistakes when speaking in front of others. Anxiety related to speaking in a

foreign language can further exacerbate the difficulties. Insufficient speaking practice
 34

opportunities could also contribute to the difficulties faced by the students.

This result is similar with the research conducted by Rahayu (2015), which

highlighted that students encounter challenges in achieving fluency in English.

Rahayu’s study emphasized that students’ difficulties can stem from various factors,

including insufficient grasp of grammatical patterns, pronunciation, limited

vocabulary, reliance on their mother tongue, infrequent practice, and fear of making

mistakes. Rahayu further emphasized that the primary issue lies in the lack of

environmental support and opportunities for utilizing the language in everyday

communication.

Students’ Difficulties in Speaking English Language

Table 1

Extent of Students’ Difficulties in Speaking English Language

Statement Mean SD Description

1. I find it hard to speak English directly without much thinking 2.75 0.83 Difficult
of my first language whenever I speak.

2. I find it hard to speak English naturally without switching to 2.76 0.76 Difficult
my first language.
3. I find it difficult be sure of myself when speaking English. 2.75 0.77 Difficult

4. I find it a difficult task to make English tenses correctly 2.75 0.83 Difficult
5. On saying something in English, I always find it hard to say it 2.80 0.93 Difficult
directly without phrasing it in our language, then translating it
into English
6. I find it difficult to improve my English speaking proficiency 2.82 0.94 Difficult
due to fear.
7. Fluent in English pronunciation is difficult for me 2.79 0.88 Difficult
8. I find it difficult to speak a lot of English during English 3.02 0.83 Difficult
lessons.
9. I find it difficult to speak a lot of English outside the English 2.85 0.87 Difficult
classroom
10. I find it difficult to speak without preparation during English 2.95 0.89 Difficult
lessons.
11. I find it difficult trying to explain the important issues to 3.01 0.90 Difficult
friends in English.
12. I find it difficult speaking in English to my teacher during 2.94 0.84 Difficult
English lessons.
13. I find it difficult debating in English in the presence of the 2.85 0.83 Difficult
 35

other students during English lessons.

14. I find it difficult to speak a lot of English during English 2.85 0.87 Difficult
lessons.
15. I find it difficult to speak a lot of English outside the English 2.95 0.88 Difficult
classroom.

Overall 2.85 0.05 Difficult

Next is statement 11, “I find it difficult trying to explain the important issues

to friends in English.” obtained the second highest mean rating of 3.01 (SD = 0.90)

and interpreted as Difficult. It indicates that the respondents faces challenges when

attempting to communicate complex or significant matters to their friends in the

English language. It suggests that the students are struggling with expressing

themselves effectively or comprehensively when discussing significant topics with

their friends in English. This difficulty could stem from a range of factors, such as

limited vocabulary, lack of fluency, or inadequate knowledge of specialized

terminology.

According to Harmer (2001) as cited by Leong and Ahmadi (2016), students

tend to resort to using their first language when they are asked to discuss a topic they

lack sufficient knowledge about. Using their first language comes naturally to

students and is relatively easier for them. If teachers do not encourage them to

communicate in English, students will instinctively rely on their first language to

convey the topic to their peers. Moreover, the absence of encouragement to use the

English language during speaking activities will lead to students feeling more

comfortable using their native language (L1).

This is followed by Statement 10, “I find it difficult to speak without

preparation during English lessons.” obtained the third highest mean rating of 2.95

(SD = 0.89) which reveals that students find it challenging to speak without
 36

preparation during English lessons. This statement indicates that the students feel

uncomfortable or struggle with expressing themselves on the spot without having time

to prepare or think through their responses. The fact that this statement highlights the

difficulty in speaking without preparation implies that the students may feel more

confident and perform better when they have the opportunity to plan and organize

their thoughts beforehand. It suggests that they might rely on structured or rehearsed

speech rather than being able to respond quickly and spontaneously in real-time

conversations.

According to the findings of a study conducted by Rumiyati and Seftika

(2018), speaking English in front of the class without sufficient preparation leads to

heightened heart rate and nervousness among students. Therefore, students require

preparation in order to deliver a presentation or speech in front of their peers. The

purpose of this preparation is to alleviate the anxiety that may hinder students'

concentration.

On the other hand, statement 1, “I find it hard to speak English directly

without much thinking of my first language whenever I speak.” obtained the lowest

mean rating of 2.75 (SD = 0.83) and interpreted as Difficult. This indicates that the

respondents’ experiences challenges when speaking English without relying on their

first language. This finding implies that the respondents find it challenging to express

themselves in English without translating or mentally referring to their first language.

This can have some factors, including limited vocabulary, lack of practice and

language dominance.

This result is similar to a study conducted by Chand (2021) showed that many

ESL students struggle with selecting words to express their thoughts in English. They
 37

often think in their native language and then translate it to English. Speaking is

challenging for them as they must translate and speak simultaneously. Students

frequently face difficulties with grammar, such as choosing the right tense and

prepositions, and pronunciation. The influence of their mother tongue delays their

speech, and they struggle with sentence construction and subject-verb agreement. In

summary, students encounter both linguistic and non-linguistic challenges when

speaking in English. Harmer (2001) also suggested that there are several reasons why

students use their mother tongue in the classroom. When students are asked to discuss

a topic that they are not proficient in, they naturally resort to using their native

language to communicate. This is because they may lack the necessary vocabulary or

language skills to express themselves effectively in the target language. Additionally,

the use of the mother tongue is a natural thing to do for students. When teachers do

not actively promote the use of the English language, students tend to rely on their

first language to explain concepts or ideas to one another. In such situations, the

familiarity and comfort of their mother tongue make it an easier and more accessible

means of communication for them.

This is followed by statement 3, “I find it difficult be sure of myself when

speaking English” with a weighted mean rating of 2.75 (SD = 0.77) and interpreted as

Difficult, it indicates that students’ ability to speak is affected by non-linguistic

challenges like lack of confidence. This makes them self-conscious about their

language skills. They constantly worry about making mistakes, being judged, or not

meeting expectations, which can create anxiety and inhibit their ability to speak

freely.
 38

According to Juhana (2012) there are kinds of physiological problems that

affects students’ ability to speak: fear of mistake, shyness, anxiety, lack of confidence,

lack of motivation, and performance condition like time pressure, planning, the

standard of performance and the amount of support. Students often feel scared of

making mistakes when speaking English. This fear is influenced by worries about

being laughed at by other students or criticized by the teacher. Speaking in front of

others is a common fear, and feeling shy can cause students to go blank or forget what

to say. Anxiety is a significant barrier to effective language learning, and it stands out

among other emotional factors. Speaking in a foreign language, whether in social or

academic settings, involves taking risks and can be a challenging activity. Learners

who are not fluent may feel that they can't fully express their personality or

intelligence. Lack of confidence usually arises when students realize that their

conversation partners don't understand them or when they struggle to understand

others. Time pressure, planning, performance standards, and the level of support also

impact speaking performance.

Generally, the level of BSED students’ difficulties in speaking English

language is yielded an overall all weighted mean rating of 2.85 (SD = 0.05) which

reveals that they have difficulties in speaking English language.

The result of this study on the difficulties of speaking English showed that that

students encounter challenges in achieving fluency in English. Some reasons for these

difficulties include having a limited vocabulary, feeling nervous or lacking

confidence, experiencing anxiety when speaking a foreign language, and not getting

enough practice opportunities. When students are not proficient in a topic, they tend

to use their native language to communicate because they may not know enough
 39

words or have the necessary language skills in English. Students may also rely on

their native language when teachers don't encourage using English. Feeling scared of

making mistakes and being laughed at, shyness, and anxiety are common challenges

that affect speaking. Lack of confidence can arise when students realize others don't

understand them or when they struggle to understand others. Time pressure, planning,

performance expectations, and the amount of support available also affect speaking

performance.

Students’ Motivation Towards Speaking English Language

Table 2, shows that Statement 6, “I push myself to speak English during oral

presentations” obtained the highest mean rating of 2.97 (SD = 0.85), interpreted as

Motivating. Majority of the respondents recognized the importance of actively

challenging themselves to speak English during oral presentations. It indicates that

they are motivated to overcome any discomfort or anxiety associated with presenting

in a second language and are willing to put in the effort to improve their English-

speaking skills in this specific context. When students actively push themselves to

speak English during oral presentations, they expose themselves to opportunities for

practice and improvement. This motivation-driven behavior can lead to increased

fluency, confidence, and proficiency in oral communication.

Table 2

Level of Students’ Motivation Towards Speaking English Language

Stateme Mean SD Description
1. I push myself to speak English to express my thoughts 2.94 0.83 Motivating
during English class.
2. I push myself to speak English to confidently speak to 2.94 0.81 Motivating
my teachers and colleagues.
3. I set time in a day to learn oral English to pass my 2.91 0.83 Motivating
English oral test or oral presentation.
4. I push myself to speak English to join English groups and 2.87 0.90 Motivating
 40

competitions on campus.
5. I push myself to speak English to impress people for job 2.89 0.86 Motivating
or career prospects
6. I push myself to speak English during oral presentations. 2.97 0.85 Motivating
7. I push myself to speak English to impress my teachers. 2.85 0.89 Motivating
8. I push myself to speak English to be seen as well 2.84 0.94 Motivating
educated.
Overall 2.90 0.04 Motivating

According to Zitouni (2013), the effectiveness of oral presentations in

improving students' performance in oral expression and other academic subjects has

been established. However, it has been identified that students require additional

opportunities to develop their skills in structuring, planning, and organizing their

presentations.

This is followed by statement 1, “I push myself to speak English to express

my thoughts during English class.” obtained the second highest mean rating of 2.94

(SD = 0.83) interpreted as Motivating. The respondents are motivated in pushing

themselves to use English as a means to express their thoughts during English class

they recognize the importance of actively striving to communicate their ideas in

English during class. It implies that they are motivated to overcome any language

barriers or hesitations and are willing to make an effort to improve their English-

speaking skills for the purpose of expressing their thoughts effectively.

According to Lestari (2017), affective and linguistic factors have a significant

impact on the English-speaking fluency of students. The study highlighted that

students' enjoyment in English speaking classes plays a crucial role in their fluency

development. The research further revealed that the journey towards becoming a

fluent speaker is a gradual process that begins during the early stages of education,
 41

specifically in Elementary and Secondary school. The participants in the speaking

class expressed their positive emotions and enjoyment towards both teaching and

learning experiences within the classroom setting.

On the other hand, Statement 8, “I push myself to speak English to be seen as

well educated” obtained the lowest mean rating of 2.84 (SD = 0.94). The respondents

expressed a relatively lower level of motivation in pushing themselves to speak

English for the purpose of being perceived as well educated. The low mean rating

suggests that the majority of respondents may not prioritize speaking English to be

seen as well educated. It indicates that their motivation for speaking English is not

primarily driven by external desire to be perceived in a certain way by others.

According to the Academy of Culture Language (2019), learning a second language

like English can bring new experiences, opportunities, and friendships. Learning

English as a second language opens up promising academic and career prospects.

Additionally, research suggests that learning a second language, such as English, can

enhance cognitive abilities, including improved memory, increased creativity, and

advanced problem-solving skills.

Generally, the level of BSED students’ motivation in speaking English

language is yielded an overall all weighted mean rating of 2.90 (SD = 0.85) and

interpreted as Motivating. The study shows that students are motivated to overcome

any discomfort or anxiety when speaking in a second language and are willing to

work hard to improve their English skills. They need chances to practice speaking,

which can help them get better. Feeling positive and comfortable in the environment

helps students feel motivated to speak English and share their thoughts. However, the
 42

study also found that most students don't prioritize speaking English to appear

educated or impress others. Their motivation for speaking English comes from within

and is not based on seeking validation or trying to be seen in a specific way by others.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the findings, conclusions and recommendations of this

study on students’ difficulties and motivation in speaking English language. .

This study was conducted primarily to explore the difficulties and motivation

of the Bachelor of Secondary in Education (BSED) students of Notre Dame of

 43

Tacurong college during the School Year 2021-2022. Descriptive research design

was used to describe the student’s level of difficulties and motivation in speaking

English language. The respondents of the study are 110 Bachelor of Secondary in

Education (BSED) students who are officially enrolled at Notre Dame of Tacurong

College during the second semester of School Year 2022-2023. Survey questionnaires

was used to gather data deal on the profile of the respondents, level of difficulties and

motivation in speaking English Language. The survey questionnaire was conducted in

person by the researcher and are analyzed and interpreted using mean and standard

deviation.

Specifically, this study aimed to answer the following questions:

1. What is the extent of students’ difficulties in speaking English language?

2. What is the level of students’ motivation towards speaking English language?

Summary of Findings

On the Extent of Students’ Difficulties in Speaking English Language

As to the difficulties of speaking English language of the Bachelor of

Secondary Education (BSED) students of Notre Dame of Tacurong College (NDTC).

The finding of the study revealed that statement 8, I find it difficult to speak a lot of

English during English lessons. This obtained the highest weighted mean of 3.02 (SD

= 0.83) and interpreted as Difficult. This is followed by statement 11, I find it difficult

trying to explain the important issues to friends in English with a weighted mean

rating of 3.01 (SD = 0.90) and interpreted as Difficult. This is also followed by the

statement 10, I find it difficult to speak without preparation during English lessons,

yielded a weighted mean rating of 2.95 (SD = 0.89) and interpreted also as Difficult.
 44

On the other hand, statement 1, I find it hard to speak English directly without

much thinking of my first language whenever I speak and statement 4, I find it a

difficult task to make English tenses correctly. This obtained the lowest mean of 2.75

(SD = 0.83) and interpreted as Difficult. This is followed by statement 3, I find it

difficult be sure of myself when speaking English with a weighted mean rating of

2.75 (SD = 0.77) and also interpreted as Difficult. Generally, the level of BSED

students’ difficulties in speaking English language is yielded an overall all weighted

mean rating of 2.85 (SD = 0.05) and also interpreted as Difficult.

On the Level of Students’ Motivation Towards Speaking English Language

As to the motivation of speaking English language of the BSED students of

Notre Dame of Tacurong College (NDTC). The finding of the study revealed that

statement 6, I push myself to speak English during oral presentations. This obtained

the highest weighted mean of 2.97 (SD = 0.85) and interpreted as Motivating. This is

followed by statement 1, I push myself to speak English to express my thoughts

during English class with a weighted mean rating of 2.94 (SD = 0.83) and interpreted

as Motivating. This is also followed by the statement 3, I set time in a day to learn

oral English to pass my English oral test or oral presentation yielded a weighted mean

rating of 2.91 (SD = 0.83) and interpreted also as Motivating.

On the other hand, statement 8, I push myself to speak English to be seen as

well educated. This obtained the lowest mean of 2.84 (SD = 0.94) and interpreted as

Motivating. This is followed by statement 7, I push myself to speak English to

impress my teachers with a weighted mean rating of 2.85 (SD = 0.89) and also

interpreted as Motivating. Generally, the level of BSED students’ motivation in

 45

speaking English language is yielded an overall all weighted mean rating of 2.90 (SD

= 0.43) and also interpreted as Motivating.

CONCLUSION

The researchers have explored the difficulties and motivation experienced by

BSED (Bachelor of Secondary Education) students in speaking the English language.

The findings of this study indicate that there is a high level of difficulties and

motivation observed among these students. Firstly, the researchers identified various

difficulties faced by BSED students when it comes to speaking English. These

challenges include pronunciation issues and lack of confidence.

The respondents also reported that they are struggling with expressing their

thoughts fluently and accurately in spoken English, which hindered their overall

communication skills. These difficulties can be attributed to factors such as

inadequate exposure to English outside of the classroom, limited practice

opportunities, and insufficient language instruction. However, despite these

challenges, the research also revealed a significant level of motivation among BSED

students to improve their speaking skills in English. The participants expressed a

strong desire to overcome their difficulties and enhance their proficiency in the

language.

Based on the findings, it is evident that BSED students encounter substantial

difficulties in speaking English, but their motivation to overcome these challenges is

equally high. These results emphasize the importance of providing comprehensive

language instruction, opportunities for immersive language practice, and tailored

support to enhance the students' speaking abilities. By addressing the identified

 46

difficulties and nurturing their motivation, educators and institutions can play a

crucial role in fostering English language proficiency among BSED students.

Further research is recommended to explore specific strategies and

interventions that can effectively address the identified difficulties and further

enhance the motivation of BSED students in developing their spoken English skills.

This would contribute to the overall improvement of English language education and

empower future teachers to communicate effectively in the globalized educational

landscape.

RECOMMENDATION

Based on the findings and conclusion of this study, the following suggestions

and recommendation are humbly proposed;

For school Administrators, they should prioritize the development and

implementation of targeted English language instruction programs that specifically

address the challenge of language interference during speaking. These programs

should include effective teaching strategies, resources, and assessments that

encourage students to directly use English without relying heavily on their first

language.

For teachers, they should explore and employ a range of instructional

strategies that promote the development of fluency and confidence in speaking

English, while reducing language interference. These strategies may include

immersive activities, interactive conversations, vocabulary building exercises, and

role-play scenarios. Teachers should also provide regular opportunities for students to

practice speaking English in authentic contexts, encouraging them to think and

 47

respond directly in English without constant reliance on their first language.

For parents and guardians, they should create an environment at home that

encourages the use of English by engaging in regular conversations, reading English

texts together, and providing access to English language resources. Parents and

guardians should also collaborate with teachers to reinforce language learning

strategies and monitor their first language.

For students, they should actively engage in various language learning

activities and seek opportunities to practice speaking English. They should employ

strategies such as thinking in English, using English in daily life, participating in

English language clubs or conversation groups, and seeking feedback from teachers.

For the future researchers, they should conduct in-depth investigation into the

factors contributing to language interference during English speaking. This may

involve examining the influence of first language structures, cultural influences, and

individual learner characteristics. Researchers should also explore and evaluate the

effectiveness of specific interventions, and instructional materials aimed at reducing

language interference and promoting fluent English speaking. The findings from such

studies will contribute to the development of evidence-based practices for educators

and language learners.

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