DILLA UIVERSITY

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

DEPARTMENTOF ENGLISH LANGUAGE AND LITERATURE

INVESTIGATING PROBLEMS WITH STUDENTS’ LEARNING

SPEAKING SKILLS IN THE CASE OF FOURTH YEAR ENGLISH
LANGUAGE MAJOR STUDENTS AT DIllA UNIVERSITY

BY

BELAYNESH CHERIE
ID No- 9432/20

ADVISOR: BELACHW ABE

MARCH, 2024

DILLA UNIVERSITY, ETHIOPIA

 TABLE OF CONTENT
Contents pages
TABLE OF CONTENT....................................................................................................................i
ACRONYMS CLT ........................................................................................................................iii
CHAPTER ONE..............................................................................................................................1
INTRODUCTION...........................................................................................................................1
1.1. Background of the Study.......................................................................................................1
1.2 Statement of the problems......................................................................................................3
1.3. Research Question.................................................................................................................4
1.4 Objective of the study............................................................................................................4
1.4.1 General objective of the study.........................................................................................4
1.4.2 Specific objective of the study........................................................................................4
1.5 Significance of the study........................................................................................................4
1.6 Delimitation of the study........................................................................................................5
1.7. Organization of the Study.....................................................................................................5
CHAPTERTWO..............................................................................................................................6
2. REVIEW OF RELATED LITERATURE...................................................................................6
2.1. Definitions of Speaking........................................................................................................6
2.2 Conceptual Explanations about Speaking By Different Scholars..........................................6
2.3. Major Factors that Contribute to Achievement and Attitude on learning Speaking Skill....7
2.3.1. Student Related Factors..................................................................................................7
2.3.2. Attitude of English language Learner`s toward Learning English.................................7
2.3.3. Students` Motivation to Learn English Language..........................................................8
2.4 Problems Affecting Students Learning Speaking Skill..........................................................8
2.4.1 Feeling nervousness during speech.................................................................................8
2.4.2 Lack of confidence..........................................................................................................9
2.4.3 Lack of participation.......................................................................................................9
2.4.4 Stage fright during speech...............................................................................................9
2.4.5 Shyness during speech.....................................................................................................9
2.5 Some ways of improving students speaking skill in English language...............................10

i
 2.5.1 Making classroom learning interactive.........................................................................10
2.5.2 Motivating students to speak.........................................................................................10
CHAPTERTHREE........................................................................................................................11
3. RESEARCH METHODOLOGY..............................................................................................11
3.1 Research design....................................................................................................................11
3.2 Subjects of the study............................................................................................................11
3.3.Sample size and sampling techniques..................................................................................11
3.4. Data collecting instruments.................................................................................................12
3.4.1. Questionnaire................................................................................................................12
3.4.2 Interview........................................................................................................................12
3.4.3 Classroom observation on speaking class.....................................................................12
3.5 Method of data analysis.......................................................................................................12
3.6 WORK PLAN......................................................................................................................13
3.6.1. Time Schedule..............................................................................................................13
3.6.2 Budget Breakdown........................................................................................................14
REFERENCE................................................................................................................................15

ii
ACRONYMS
CLT – Communicative Language Teaching
EFL – English as a Foreign Language
ELT – English Language Teaching
MOE – Ministry of Education
TEFL – Teaching English as a Foreign Language

iii
 CHAPTER ONE
INTRODUCTION

1.1. Background of the Study

Speaking skill has no single definition in the views of language scholars. For instance, according
to Brown (2000, p.140) speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information. So, speaking is the ability to express
opinions, thoughts, facts and feelings to the other people and even to oneself. In addition, in
speaking, the students learn how to organize ideas, arrange sentences, and express language in a
spoken form with good pronunciation and the use of comprehensible language. Learners
consider speaking as the most difficult skill since it needs great courage as well as preparation to
speak well in the new language.
Regarding this, Brown (1991, P.172) says speaking has five components namely: grammar,
vocabulary, fluency, pronunciation and comprehension. Achievement is the result of certain
activities that has been done and created both by individuals or groups (Djamara, 1994, p.19).
Hence, in order to achieve better in some fields, someone needs a great efforts and commitments
because it is not a result of mere activities. Now days, students’ achievement is become the hot
issue regarding in learning speaking skill. It is also important to realize the factors that affect the
students’ achievement in learning speaking skill. Unless an investigation is made on students
problem in learning speaking skill the problems of achievement are remained intact.
In addition, achievement is the competence of a person in relation to domain of knowledge and
the mastering of much concepts and principles; important facts; propositions and skill, (Seeman,
1981, p.401). Thus, it implies that achievement in learning speaking skill demands critical
understanding of some facts, information, and rules which leads to successful events in a certain
circumstance. Simultaneously, domain of knowledge includes model of task and linguistic
competence. Thus, it is important to set steps, set of end goals and the process used to complete a
set of texts. As a result, to be good achiever in learning speaking skill students need some
necessary mastering skill of speaking, principles and integrated knowledge of languages.
The term attitude is a French term that originated from the Italian word “attitudine” and from the
Latin “aptitdno” and “aptitudni” meaning that opinion, behavior and perception (America
Heritage Dictionary of Language, 2000&Venes 2001). So the term attitude is directly related to

1
psychological activities. Furthermore, the term attitude has many definitions by language
scholars. For instance, according to Venes (2001, p.189) attitude is a behavior based on
conscious or unconscious mental views developed through cumulative experience. This implies
that it is the result of learned or unlearned behavior to develop certain ideas about something. In
addition, attitude has many functions in teaching-learning processes. Among these: it is
important for enhancing of knowledge, adaptive, ego-defensive, and self-expressive. Even if it
has a great contribution to language learners to reshape their perception towards in learning
speaking skill, learners’ attitude have a certain problems in learning speaking skill.
Moreover, some attitudinal factors can affect learners in learning speaking skill; especiallyit
concentrates cognitive-behaviors.
For instance, Lai (2011, pp.2-3) points out that some approaches to attitudinal factors can
influence students learning speaking skill on cognitive behaviors (monitoring and use of
strategies) and non-cognitive aspects i.e. perceptions, beliefs, and attitudes or both. Thus, it is
clear that attitude is highly connected with cognitive process in learning speaking skill. On the
other ways, Fraser (2002, 2007) and Kolb and Kolb (2005) state that learners' attitude in learning
speaking skill can be challenged by state of stimulus and supportive environments. It infers that
environmental situations and stimulants have the power to create impact on learning speaking
skill.
According to Seeman (1981, p.401) states that students’ achievement and attitude in learning
speaking skill can be influenced by external factors such as learning styles and strategies,
classroom conditions, teachers- related factors and so on. Motivation, stress, anxiety, and fear are
internal factors that affect learners' achievement and attitude in learning speaking skill. In
general, Inal, et al. (2003) asserts that identifying the students’ achievement and attitude in
learning speaking skill are very important for both learners and academicians. Therefore,
knowing the students’ achievement and attitude in learning speaking skill are important for
educational program designers.
The researcher will conduct a study to investigate problems with students' learning speaking
skills (in the case of fourth-year English language major students at Dilla University). In this
school, learners will encounter numerous factors that will hinder their achievement and attitude
in learning speaking skills. As the researcher will have taught for many years in this school and
will have clear exposure to the learners, they will not be eager, and the problems of achievement

2
and attitude in learning speaking skills will still exist with them. Moreover, students'
achievement and attitude in learning speaking skills will be affected by different factors.

1.2 Statement of the problems

As one of the basic language skills, speaking requires communicative competence along with
pronunciation, grammar, vocabulary, fluency, accuracy, and comprehension skills (Brown, 2000,
P.169). Learning speaking skill becomes a difficult task for students that they may face
numerous challenges during the teaching-learning processes. Students are unmotivated when
they learn speaking in the classroom.

For UR (1996), there are some speaking problems that teachers can come across in getting
students to talk in the classroom. These maybe inhibitions, lack of topical knowledge low or
uneven participation. In this case, the major problems are in fourth year English language major
students. The researcher was stated that the problems with students. Is lack of confidence during
speech, nervousness during speech, lack of participation on speaking class, stage fright during
speech, and shyness. Those are the major problems in fourth year English language major
students at Dilla University.

Therefore, the researcher will be motivated to conduct a study on investigating problems with
students' learning speaking skill in order to identify speaking problems and provide possible
solutions for the problem.

Overall, in this University, regarding students' achievement and attitude in learning speaking
skill, students will not be willing to practice speaking skill and will not be interested in learning
speaking skill through group work, pair work, and individual oral presentation. Additionally,
students will not have a clear awareness of how much speaking skill will be important for their
future educational career achievement.

3
1.3. Research Question
The following research questions will be set to be answered in the process of the study:

1. What methodology do teachers use to teach students speaking skill?

2. How do the problems affect students learning speaking skill?
3. What problems strongly affect students learning speaking skill?

1.4 Objective of the study

1.4.1 General objective of the study

The main objective of this study is to investigate problems with students learning speaking skill
in the case of fourth year English language major students at Dilla University.

1.4.2 Specific objective of the study

To address the main objective of the study, the researcher will direct their attention towards
wording the following activities as specific objectives:

 To assess what methodology teachers use in teaching speaking skill.

 To identify how do the problems affect with students speaking skill.
 To examine what problems strongly affect students learning speaking skill.

1.5 Significance of the study

This study will have a significant contribution in making important progress on fourth-year
English students to investigate problems in learning speaking skills. Other researchers will use it
as a reference for further studies, to enhance mechanisms for students' achievement and attitude
towards learning speaking skills. In addition to these, it will be important to promote awareness
for subject teachers, department heads, and to distinguish the area of the problem. It will also
give information for those who would like to conduct research on the study.

Besides, it will help school administrators to set or accomplish educational goals to enhance
students' speaking skills. Likewise, fourth-year English language teachers will be able to obtain
input and consider stiff mechanisms and activities to promote and create awareness for their
students' achievement and attitude in learning speaking skill.

4
1.6 Delimitation of the study
His study will focus on fourth-year English language major students at Dilla University. The
study will be limited to investigating problems that hinder the students' learning speaking skills.
Other language skills will not be discussed in this study.

1.7. Organization of the Study

This study will have five chapters. The first chapter will comprise the introduction, background
of the study, statement of the problem, research questions, objectives, significance, delimitation,
and limitation of the study. Whereas, chapter two and three will deal with the review of
literature, research methodology and design, population and sampling techniques, data collection
instruments, procedures, and method of data analysis, respectively. Lastly, chapter four and five
will include data analysis, discussion of the results, conclusions, and recommendations,
consecutively.

5
 CHAPTERTWO
2. REVIEW OF RELATED LITERATURE
2.1. Definitions of Speaking
Reviewing previous research related to defining speaking, it was noticed that two main
approaches are adopted to define speaking, the bottom-up and the top down approach.
Explaining the bottom up view, Bygate (1987: 5-6) points out that traditionally the focus in
speaking was on motor perceptive skills. Within this context, speaking is defined as the
production of auditory signals designed to produce differential verbal responses in a listener. It is
considered as combining sounds in a systematic way of language specific principles to form
meaningful utterances. This approach is adopted by audio lingual. Eventually, in terms of
teaching speaking, the bottom-up approach suggests that we should start with teaching the
smallest units- sounds and move through mastery of words and sentences to discourse
(Cornblee & Carter, 2001: 18).

2.2 Conceptual Explanations about Speaking By Different Scholars

This chapter incorporates related literature on language learning in general and speaking skill in
particular. The chapter discusses the roles and strategies teachers and students employ in
speaking skill. Research findings which have been conducted so for are discussed. Factors that
hamper the students in active speaking skill are taken from scholars. Many scholars defined
speaking according to their point of view which mutually constructive to each other’s opinion,
concerning this the new oxford American dictionary (1969) stated about definition of speaking
as “speaking skill is the act or an instance of uttering words language or significant capable of
speech. It refers to say something in order to convey information, an opinion of feeling, talk in
order to give or extract information. According to this dictionary, it is the expression of ability to
express thought and feeling by particular sound. It is also a usual formal discourse delivering
before to an audience. ”

Widowson (1978:59) states that “speaking one of the four basic language skills is a productive
skill. It involves both receptive and productive participation when it seen in the act of
communication. This is mean so that, at the time of conversation the speaker will be engaged in
the activity of both receiving and giving information or ideas.” Many scholars define speaking in
different ways. According to Jesa (2005) speaking is the ability to articulate sounds using

6
specific language in order communication. It’s required activity and limited by two factors. The
first one is quality and experience of the learner. Second, the learners own efforts at practicing
the activity. It is also referring to the ability to communicate informally one every day subjects
with ease said that, speaking is a productive skill and involves putting a message to gather
communicating information and interacting with other people.

2.3. Major Factors that Contribute to Achievement and Attitude on learning

Speaking Skill
Factors that related to students achievement and attitude in learning speaking English
languages are numerous. Based on their influences, they can be categorized in to speaking
learning language skills. Therefore, in this study reviewed theses factors that affect achievement
and attitude in English learning speaking language. The factors have discussed one by one in
detail below.

2.3.1. Student Related Factors

The teaching and learning processing general requires the active participation of different
stakeholders like teacher, student parents, and educational leaders and so on. Therefore, there are
a lot of factors that affect student`s achievement, either positively or negatively. As it has stated
earlier, the main objective of learning language is effective communication. Thus, there are
several student related factors that negatively affect their language learning. But among these,
the researcher has reviewed /from research findings only attitude, motivation, anxiety and
learning style and strategy.

2.3.2. Attitude of English language Learner`s toward Learning English

Attitude refers to the set of beliefs that learner hold towards members of the larger group and
also towards his own culture (Brown, 20000). Therefore, language attitude is important concept
because it pays a key role in language learning. For example, researchers conducted by Gardner
(2001, 2002) about attitudes and motivation as determinant factors in language learning.
Different researchers agreed up on that positive attitude facilitate the learning process, though
attitude does not determine the behavior, Khana and Agnihotri, (1994).

In education, attitudes are considered both input and output since they have a positive correlation
with success in learning the second language and they facilitate learners` motivation to learn the
7
language, (Gardner and Trembly, 1994). Moreover, they added that individual attitudes towards
the language that they learn meet important needs as they satisfy certain functions such as
achieving high grades in language learning.

2.3.3. Students` Motivation to Learn English Language

Regarding poor motivation, Murray and Christenson (2010) stated that many students think
English is a school subject and they do not see its significance for their prospective employment.
On the contrary, in addition to a positive attitude of the English language learners towards
English language learning towards English language learning, either intrinsic, or extrinsic
motivation is necessary for successful achievement. Motivation is the most used concept for
explaining failure or success of a learner. Also motivation has been regarded as one of the main
factors that influence the speed and the students with higher levels of motivation will do better
than students with lower levels of motivation. He further added that if one is motivated, he/she
has reasons (motives) for engaging in the relevant activities. In other aspect, Elliot, Kratochil and
Cook (2000), see motiv

2.4 Problems Affecting Students Learning Speaking Skill

Language proficiency is not a one-dimensional construct. But it is multifaceted modality,
consisting of various levels of abilities and domains (carras –cduillo ,1994) .language learner
need to now only the linguistics knowledge and relationships (hymes ,1974 ).there are many
factors affect in speaking skill in students at school ,on the telephone ,with friends, with
foreigners and at ordinary talking in English language. The following are the major problems
affecting the active participation of students in speaking activities.

2.4.1 Feeling nervousness during speech

As it is stated oxford advanced learners of dictionary of current English (2001), nervousness is
anxious about something or fears of something. It is easily worried or frightened which
connected with the body nervous and often affecting speaking mentally or emotionally. The
above expressions are provoking nervousness, shyness, stage fright or speech apprehensions and
others are the main problem that affecting speakers utterance during oral work. Due to this
reason during presentation or speech making students may frustrate on front of the audience they
lose their speaking.

8
 2.4.2 Lack of confidence
Language students expect that some people both outside and inside the class room may be
unwillingly to listen or to help when they try to communicate in a new language. Their request
may be missing understand. This may result in friendly joke but it could also end in a situation
where students become embarrassed and are not sure how to continue. Teachers can help such
kind of students to prepare themselves for new and un expected situation. For example you can
ask them to write down briefly what they want to say and they read to aloud (Baker 2003).

2.4.3 Lack of participation

Students did not participate in class because students has lack of preparation for class, a lack of
confidence when they participant. But (weaver, 2005) stated that participation is the way for
students to show interest in subject matter without voice heard in classroom due to the fear of
judgment and confidence issue.

2.4.4 Stage fright during speech

(Berry, Mick (2009) stage fright 40 stars tell you how they beat Americas #1 fear. Tucson :see
sharp press).Stage fright or performance anxiety is the anxiety, fear, or persistent phobia which
may be aroused in an individual by the requirement to perform in front of an audience Whether
actually or potentially (for example, when performing before a camera). In the context of public
speaking, this may precede or accompany participation in any activity involving public self-
presentation. In some cases stage fright may part of a larger pattern of social phobia (social-
anxiety disorder). But many people experience stage fright without any wider problems.

2.4.5 Shyness during speech

“Shyness and social phobia” royal colleague of psychiatrists. 2012. Retrieved 17 January
2014.stated, Shyness(also called diffidence) is the feeling of apprehension, lack of comfort or
awkwardness special when a person is around other people. Commonly occurs in new situation
or with un familiar people. Shyness can be a characteristic of people who have low self-esteem.
Stronger firms of shyness are usually referred to social anxiety or phobia. The primary defining
characteristic of shyness is a largely ego-driven fear of what other people will think of a person’s
behavior.

9
2.5 Some ways of improving students speaking skill in English language

2.5.1 Making classroom learning interactive

According to Jose (2007:97). Opportunity given to students in second for foreign language
learning class room in order to increase sensibility, enthusiasm and involvement. This implies
that students’ participation in class room increases their eagerness to speak in English. Some of
the activities which students participate in are: asking and answering questions, making group
discussion, preparing a sort of speech on particular topic and speaking in the class so as to
improve the skills of the speaking skill.

2.5.2 Motivating students to speak

To motivate students in English foreign language contexts, teachers, should include many
activities and strategies that attracts students attrition and make them interested in the lesson. As
peck (1978), cited in celce-murica (2001). States “activities need to be child and centered
communication should be authentic. This means that children are listening or speaking about
something that interests, them, for their own reasons and not merely because a teacher has asked
them to” brown (1994) advocates that students get enough opportunities to practice the language
this helps them to acquire the language in more natural contexts. Through interaction, students
can build their own conversation and create meaning that they understand and that supports and
help them.

10
 CHAPTERTHREE
3. RESEARCH METHODOLOGY

3.1 Research design

Please William (2006) states that the research design will refer to the overall strategy that will be
chosen to interpret the different components of the study in a coherent and logical way, ensuring
that you will effectively address the research problem. The research aims to investigate problems
with students' learning speaking skills in the case of fourth-year English language major students
at Dilla University. Descriptive survey method will be employed to conduct the states of the
actual problem regarding the existing practice of students' learning speaking skills in the fourth
year English language participation in the classroom.
The researcher will use a mixed method of research approaches because the data will be
collected through both quantitative and qualitative research approaches. To do so, both
quantitative and qualitative research approaches will be used during the data analysis stages.
Besides this, the research method will use a descriptive survey because it will be appropriate for
the study of attitudes, opinions, perceptions, preferences, practices, and procedures (Gay &
AirAsia, 2000). This survey research design will be very important to collect information related
to a study on the factors that will affect learners' achievement and attitude in learning the
speaking skill among fourth-year students

3.2 Subjects of the study and population size

The participants/subjects of the study will be fourth-year English language major students and
English language teachers in Dilla University in the year 2016 E.C. The reason for selecting
fourth year students is that most spoken language courses are given during the fourth year. In
order to gather relevant information for this study, the researcher will select these subject areas.

3.3. Sample size and sampling techniques

To conduct this study, the researcher will employ different sources of data such as a
questionnaire and interviews. Gay(1987) points out that in sample size and population
determination, especially in descriptive survey research, the sample size will be 10. The research
will be done with a population of 10 students and 8 teachers. In order to gather relevant data,

11
comprehensive sampling techniques will be used because the number of respondents will be
manageable.

3.4. Data collecting instruments

The researcher will use different data gathering instruments that will help to obtain reliable
information for the study. Three main data collection instruments will be used. These will be a
questionnaire, interviews, and classroom observation.

3.4.1. Questionnaire
Questionnaires will be a kind of data collecting instrument that the researcher will use. Closed-
ended and open-ended questionnaires will be distributed to the students and teachers to collect
information about this study.

3.4.2 Interview
The researcher will use the structured interview type to collect data from direct sources in order
to collect reliable information from the concerned bodies. The researcher will interview four
first-year English language students.

3.4.3 Classroom observation on speaking class

The researcher will use this method of data gathering tool to notice events that are produced in
phenomena. In this research, the researcher plans to observe three or four times to identify what
will really be happening regarding speaking oral proficiency and pronunciation.

3.5 Method of data analysis

The researcher will analyze the collected data using both quantitative and qualitative types of
data that will be collected by interviewing students and teachers of the university. The
quantitative type will be collected by using an open-ended questionnaire.

12
 3.6 WORK PLAN

3.6.1. Time Schedule

The proposal of the study will plan to use his or her potential least of short duration. The
researcher set the following time plan and financial schedules in order to do this study
effectively.

Tentative Time Schedule

No Activities Sep Oct Nov Dec Jan Feb Mar Apr May Jun July Aug

1 Selecting title of √
the study

2 Proposal √ √
construction

3 Paper submission √

4 Data collection √

5 Data editing or √
interpretation

6 Data analysis √

7 Submission of draft √

8 Final report √

13
3.6.2 Budget Breakdown
No Material Activity Quantity Cost unit or birr

1 Pen 5 100

3 Paper 1pac 550

4 Data collector - 200

7 Flash disk 1 450

Total 1300

14
REFERENCE
 As it is stated oxford advanced learners of dictionary of current English (2001),
nervousness is anxious about something or fears of something.
 (Berry, Mick (2009) stage fright 40 stars tell you how they beat Americas #1 fear.
Tucson :see sharp press).

 (carras –cduillo ,1994) .language learner need to now only the linguistics knowledge and
relationships (hymes ,1974 ).there are many factors affect in speaking skill in students at
school ,
 (Davies & Pearsh, 1998). However, not all language learners can communicate fluently
and accurately.
 Josa, M (2008).Efficient English teaching. New Delhi shaman Enterprise.
 Lucas, S. E (1998). The art of public speaking. Use MC grad Hill.

 Mohank (1995) speaking English effectively Delhi man mill an indialtd. The practice of
English language teaching London group UK limited. England.
 Oxford American dictionary (1969), stated about definition of speaking as.
 Peck (1978), cited in celce-murica (2001). States “activities need to be child and centered
communication should be authentic
 Ur (1996) there are some speaking problems.
 Widowson. H.G (1987). Teaching language as communication. Oxford press, www.uog.
Edu ELIC. (2005)
 Zaremba, A.J (2006). Speaking professionally, Canada: Thompson south western.

15