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

Abstract

Abstract: This study aimed to determine which linguistic and emotional factors influence the oral communication skills of high school students in face-to-face learning environments. This investigation was conducted at a high school in the province of Azuay and employed a mixed method, which includes both quantitative and qualitative approaches. The sample of this study comprised forty first-year senior high school students and their EFL teacher. The instruments used during the data collection stage were a students' questionnaire, a teachers questionnaire, a semi-structured interview, and an observation sheet. In addition, it was found that the interference of the mother tongue was the most influential linguistic factor and the lack of self-confidence was the emotional factor that most influences students when speaking in English. Comparing linguistic and emotional factor, it could be seen that the latter had the greatest impact on the oral communication skills of the students.