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

Abstract

Abstract: This research study investigates the linguistic and emotional factors that influence the experiences of EFL (English as a Foreign Language) students in a public educational institution in Guayaquil. The study involved 40 EFL students in their first year of senior high school and two English teachers with varying levels of experience. A mixed method approach was employed, combining quantitative data from student s and teacher s surveys, classroom observations, and qualitative data from student s interviews. The results revealed several linguistic factors that impacted students' oral communication skills, such as difficulties in expressing themselves, vocabulary limitations, grammar challenges, lack of confidence, and limited use of complex structures. Emotional factors, including fear of making mistakes, pressure to perform, and anxiety, also influenced students' experiences in the classroom. These findings highlight the need for instructional strategies that promote vocabulary expansion, effective grammar instruction, and the creation of a supportive learning environment. Recommendations for improving students' linguistic and emotional experiences are discussed. Overall, this study focuses on the key factors influencing EFL students' learning journey and provides insights for educators and policymakers in enhancing English language education.