Factors that prevent the English oral production of students of first and second year of bachillerato
English has become the universal communication language of business, tourism, education, technology, and science. Developing students' oral skills in the classroom has become a great challenge for English teachers since there are limitations to producing the target language. Therefore, the main...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad Central del Ecuador |
| Repositorio: | Revista Kronos Journal |
| Idioma: | español |
| OAI Identifier: | oai:revistadigital.uce.edu.ec:article/3829 |
| Acceso en línea: | https://revistadigital.uce.edu.ec/index.php/KronosJournal/article/view/3829 |
| Access Level: | acceso abierto |
| Palabra clave: | English language oral production limitations factors motivation Lengua inglesa producción oral limitaciones factores motivación |
| Sumario: | English has become the universal communication language of business, tourism, education, technology, and science. Developing students' oral skills in the classroom has become a great challenge for English teachers since there are limitations to producing the target language. Therefore, the main purpose of this study was to identify the factors that prevent the English oral production of students of first and second year of bachillerato. This research used a quantitative approach where a survey and an observation guide for students and teachers were applied to collect the data in[1]formation. The population of this study was 34 students and a teacher. The main results showed that learners cannot produce speaking skills because they are afraid of making mistakes in their oral presentations and they consider that English is difficult to pronounce. Additionally, the negative affective factors such as anxiety, pressure, nervousness, and apprehension influenced directly in their oral performance. These hindrances that learners face daily in the classroom can be diminished through constant motivation and confidence. Hence, it is advisable the frequent use of interesting and dynamic activities that promote communication in real situations and in that way to accomplish the academic goal which is to enhance students’ oral proficiency. |
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