Students´ perceptions on the factors that influence their willingness to orally communicate in the EFL classroom in Ecuadorian high schools

Abstract

Developing speaking skills have proved to be the weakest part of the English learning process. Through this thesis, we attempt to know the students’ perceptions on the factors that influence their willingness to orally communicate in the EFL classroom, which could be a base for modifications in the teaching methodology for developing this skill, or could be a start for further research. In order to reach this goal, this investigation work focused on the question “How do motivation, proficiency level, and personality influence student’s willingness to orally communicate?” To obtain the needed answers, a sample of one hundred students from an important public high school in Guayaquil was chosen at random from five different classrooms belonging to Third Year of Baccalaureate in the Ecuadorian System. A survey was administrated, classes were observed, and the corresponding opinion from their teachers was asked. This research has suggested that active techniques and updated methods and approaches help students feel motivated enough to develop and improve speaking skills especially, so they can communicate effectively in the English language.