Résumé

Speaking is considered as one of the most important skills in the field of English learning, which must be continuously developed and improved in order to communicate effectively. In most EFL classes, it appears that many students find it difficult to express themselves in spoken English and engage in classroom conversation, this is due to the complexity of speaking skill besides the influence of the main factors anxiety, lack of self-confidence and lack of motivation which are closely linked to each other. Therefore, the aim of this research work is to investigate the main psychological Factors that affect second-year EFL students to speak English in language classroom and to determine the possible solutions to overcome these obstacles at the department of English at University of Mohamed cherif Messadia, in Souk- Ahras. We hypothesized that learners’ poor speaking performance in EFL classes is most likely due to three main psychological Factors which are, Anxiety, lack of Motivation, lack of self-confidence. To verify the hypothesis, a descriptive research utilized a mixed method to collect both quantitative and qualitative data. Two main instruments had been used to describe the two variables speaking skill and psychological factors. Initially, a questionnaire comprised of 26 statements was administered to n33 students chosen randomly fromN99 Second-Year students of English, Department of English in Souk-Ahras University. Secondly, a semi-structured interview was conducted with seven EFL teachers of Oral Expression and Comprehension subject selected conveniently to find out the factors affecting second year learners in speaking English. The findings indicated that the majority of learners’ poor speaking performance is due to many psychological factors, that is to say the hypothesis of the introduced research was confirmed. The sample was selected because second year students had an experience in speaking during their first year. Finally, the findings of this research is expected to give theoretical and practical valuable significance, theoretically, it is anticipated that the results of this study can enrich the theories of language teaching technique in teaching, speaking. Then, practically it is predictable that this research can be a guideline or information for both English teachers and learners about the psychological Factors affecting students’ speaking performance.

Information

Item Type:	Master
Divisions:
ePrint ID:	4574
Date Deposited:	2023-11-19
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/fr/publication/article/4574

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