Factors that influence high school students' English oral communication skills in Ecuadorian face-to-face learning environments

Abstract

Abstract: Oral competence is perceived as one of the most difficult skills when it comes to learn English. The present study aims to investigate the linguistic factors and emotions that affect the oral communication of English learners in learning environments. face-to-face learning The sample included an English teacher and 40 students from a public educational institution in Loja, Ecuador. In addition, a quantitative method was used and qualitative to collect and analyze the responses of the teacher and students. It is important mention that the research process lasted about four weeks. For the data collection, the instruments used were: surveys, interviews with students, and observation sheets used by the researcher. The study showed that factors linguistic as; lack of vocabulary, fluency, and accuracy, were those who most prevented students from communicating in English. Regarding emotional factors, fear, indisposition, and insecurity limited the oral communication of the students in the classroom. As a main result, it was evidenced that emotional factors prevented mostly students communicate in English.