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

Abstract

Abstract: English oral communication skills are considered the most complex and challenging to improve for both EFL students and teachers. Therefore, the present study aimed to investigate and determine the linguistic and emotional factors that influence high school students English oral communication skills in face-to-face learning environments. This research had as a sample 40 second-year high school students and a teacher from a public educational institution in Santo Domingo de los Tsachilas, Ecuador. Data collection and analysis of the participants' responses were obtained using a quantitative-descriptive approach. The data was extracted through the use of surveys addressed to students and teacher, class observation sheets, and an interview applied to five students chosen randomly. The findings revealed that linguistic factors are the ones that most affect high school students' English oral communication skills. Particularly, mother tongue interference, fluency and accuracy, and lack of vocabulary. In addition, emotional factors such as fear of making mistakes and anxiety also considerably hinder students speaking skills.