Adducul, Castro, Gonzales, Medina, Pating

FACTORS AFFECTING THE CONFIDENCE OF GRADE

7 STUDENTS IN UNIVERSITY OF LA SALETTE HIGH
SCHOOL IN SPEAKING ENGLISH

Abstract
The purpose of the study was to identify the factors affecting the acquisition of
speaking skills in English amongst secondary students in University of La Salette,
High School. Teachers us e Standard English for instruction yet the learners find
it difficult to communicate using Standard English and this is reflected when
expressing themselves. The main concern was to identify factors affecting
students‟ acquisition of speaking skills in English. The objectives were to:
establish the instructional resources used in teaching speaking skills in English,
establish the methods teachers of English use in the teaching of speaking skills,
establish the common errors that students made when speaking in English and to
identify other factors affecting the acquisition of speaking skills in English. The
findings of the study were to provide teachers of English, students and the heads
of English department with insights on the problems that students face in the
process of acquiring speaking skills in English as well as help them improve their
verbal communicative ability.

The scope involved the grade 7 students in ULSHS. Literature was reviewed as
per the study objectives and a descriptive questionnaire was employed to gather
information on the factors that affected students acquisition of speaking skills in
English. Data was collected using questionnaires, interview schedule, observed
schedule and a checklist. The analyzed data were presented descriptively using
tables, charts, graphs and percentages. The findings indicated that English course
books, literary texts and the library were the most available and accessible
instructional resources in the schools. Teachers used few learner-centered
teaching methods that enhanced students to speak English in the classroom.
However, in the questionnaires teachers indicated that they employed the method
in teaching English speaking skills. Students made errors when they spoke in
English. Students‟ acquisition of speaking skills in English was affected by their
age of enrolment, lack of motivation and lack of practice. It was concluded that
schools lacked variety of instructional resources. Age of enrolment in school
affected acquisition of speaking skills. Teachers did not employ enough teaching
methods that could give students opportunities to practice speaking good English.
This would minimize the errors they made while speaking English. The researcher
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recommended provision of a variety of instructional resources and teachers to

vary the teaching methods that enable students to acquire speaking skills in
English successfully.

Keywords
Speaking, Importance, Characteristics, Problems, Factors.

Introduction

English speaking is not an easy task because speakers should know many
significant components like pronunciation, grammar, vocabulary, fluency and
comprehension. Enough speaking skill especially on English Language for
speakers makes them to communicate with others. Speaking is one of the most
important of all the four language skills because individual who learns a language
are referred to as the speakers of that language (Ur, 1996). We know that English
is a Foreign/ Second Language and learning of English speaking skill is a
opportunity to make learners more knowledgeable on speaking English. Some
students experienced lack of confidence when they realize that their conversation
partners have not understood them or when they do not understand other speakers
(Juhana, 2012, p.102). Sometimes, students that lack confidence are found to be
extremely tearful and timid. They are reluctant to express their opinions and even
in class they are unable to utter a complete meaningful sentence/thoughts. Their
mindset were focused more about being criticize or rejected by others when they
are speaking and lack of faith in their capabilities. Less confident learners feel
uncomfortable. These happening with commonly occurred on Grade 7 students.
As we know that High School was a memorable stage of education but English is
the one important language to learn and PSEP is the major speaking program for
the development of speaking skills of the learners. There are relevant factors that
affect the confidence of learners, And what is the reason behind the encounters of
the learners that blocks them to express their skills on speaking and some
activities that involves English language. The researches were interested in
determining the factors that lacks the confidence of the Grade 7 students of the
University of La Salette High School in speaking English. They are also desire to
determine the different factors that affects the confidence of the Grade 7 students
towards speaking in English the English Language. The findings may affect the
techniques, methodologies and strategies of the teacher in teaching English to the
students especially to the Grade 7 students of the ULSHS. (languageinindra.com
ISSN 1930-2940) ijreeonline.com, (2019).

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Review Related Literature

The Internal Factors which students attitude towards speaking English was
mentioned by Kelly and Watson (1986) that the attitude in communication
situation can influence people’s behavior in that situation. People might avoid a
situation if they perceive that situation as being too difficult, they will also present
themselves that they lack confidence. Probably, self-acceptance is they are trying
to seek in speaking in English Fluently. As per the research, self-confidence is an
essential attitude that makes a positive perception of the abilities of the students. It
is attributed to personal characteristics such as optimism, enthusiasm, affection,
pride, independence and also the ability to cope with emotional maturity. Other
reasons that by speaking in English confidently, that people see and feel about
themselves can be considerably influenced by others and their communication
with others. Thanks to Zimbardos study, he had cited in Kelly and Watson (1986)
shyness is the people’s problem because they have been labeled as shy and they
have accepted the label. Tanveer (2007) examined the factors caused anxiety for
learners in learning speaking ability and the impact of anxiety on target language
communication. The obtained result indicated that learners feeling of stress and
anxiety stop their language learning and performance abilities.
(http:/digi.library.tu.ac.thesis/,(ijreeonline.com, (2011).

The External Factors which students personal factor in speaking English was
mentioned by Kanar (1995) that if students second language is English, they will
always speak their native language when they are out of an English class.
However, it was advantageous improve their skills, especially, if a career in
business is one of their aspirations. Most students recognize it and the English
was the international business language. Therefore. Students should interact,
commerce, meet to be proficient in their English speaking skills and talk to people
who are nice in English. Furthermore, if any student confront any difficult in
learning English, They are able to observe what successful students do and copy
their behavior. They might have to join a study group including English native
speakers, listen to the radio, watch T.V., and read English newspapers or
magazines so as to immerse themselves in English speaking and culture. A study
on the factors of increasing the development of learner’s speaking skills was
carried by Boonkit (2010).

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The use of an appropriate activities for speaking can be a good strategy to

decrease a speaker’s anxiety according to the result presented. By having the
freedom to choose a topic urged the participants to feel comfortable, persuaded to
speak English Language, and increase the speaking among EFL learners
according to the result that was revealed. digi.library.tu.ac.thesis/, (2019).

The Previous Studies on the factors affecting speaking skills is that some of the
studies pertinent to the factors of influencing the speaking skill are reviewed. One
hundred and thirty two Korean learners participated in the research of Park and
Lee (2005) on what is the connection between second language learners anxiety,
self-confidence, and speaking performance. The result showed that the student
anxiety level had a negative relationship to their oral performance.
Fissa, Mishah, and Mafat (1988) performed a study towards the difficulties of
using English as a means of instruction and communication. The result of this
study displayed that learners had many difficulties in using English language as a
means of instruction. A lot of participants stated that their learners have low
English Profiency. The result also indicated that a lot of learners faced serious
difficulties in understanding the lectures content without translating or applying
LI to deliver the content of the lectures. ijreeonline.com, (2019).

When EFL students are able to speak fluently using the target language only then
they are successful. Because the oral communication skills are regarded as the
most crucial skills in English learning(Aleksandrzak,2011;Bashir,Azeem and
Dogar, 2011;Hasan, 2014;Malihah,2010;Oradee,2012). It is also in line with
Harmer(2000) that the instrument in facilitating a communication process are
speaking skills which covers several aspects of language, grammar, vocabulary
and pronunciation. Anyway, speaking is hard and a challenging skill to realize. In
realization, courage as a psychological aspect is needed in speaking and also a
proper preparation to produce English as a target language. In addition, the lack of
exposure, confidence, motivation and lack of motivation, Speaking skill and
knowledge of students are factors that lacks the confidence of students in English
speaking.
Students need to have sufficient language knowledge and good mental state in
order to achieve successful speaking. The mental aspect consists of bottom-up and
top-down processes (Bashir, Azeem, Ashiq, and Dogar, 2011; Saville-Troike,
2006). It involves knowledge such as vocabulary, pronunciation and grammatical
patterns.

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Anxiety is a sort of fear manifested by visual signs stated by Basic (2011). It is a

part of Foreign Language Anxiety (FLA) that was experienced by foreign
language learners (Bashir et al., 2011; Horwitz, 2001; Horwitz et al., 1986). In
the speaking skills anxiety is really a problem that was experienced mostly of the
students in foreign language classes (Arnaiz & Guillen, 2012; Basic,
2011;Horwitz, 2001; Horwitz et al., 1986;Marwan, 2007; Tseng 2012; Wilson,
2006; Zhiping & Paramasivam, 2013)

Sometimes, we do activities involving about speaking English like we chat,

negotiate, discuss and give speech. For knowing a language than writing and
reading fluently. Speaking fluently is considered to be a more better indicator for
it (Bashir, 2011) In Thailand they not mastered the language although English
was taught on elementary and nursery on Thai EFL students. Most of them are
afraid of being criticize by others when they commit errors and some feel anxiety
when talking with foreigners (Trent 2009). Confidence is the key together with
fluency and accuracy.

Organize their thoughts in a meaningful and logical sequence, use language in

expressing values and judgments. Using the language quickly and confidently
without any pauses, which is called fluency language learner regard speaking
ability as the measure of knowing of language more than the ability in writing,
reading and comprehending oral language. Speaking is the most important skill
for acquiring and assessing speaking progress in terms of their accomplishment in
spoken communication.
English language has all time language authority and fundamental class marker in
Pakistani Culture. Resting is important to observe the effectiveness of the
teaching and learning.reseachgate.net, (2019).

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METHODOLOGY
This section describes the methods and procedures conducted in this
research. It contains research design used, participants of this research, research
instruments used, data gathering procedure and data analysis used in this research.

 Research Design
The quantitative descriptive research design was adopted by the
researchers in doing the research for it described statistically gathered data from
the participants or respondents of this research work. A quantitative research aims
to determine the relationship between an independent variable and a dependent in
a population. Quantitative descriptive research design usually measured once after
a treatment and establishes only association between variables.

 Participants of the Research

The participants or respondents of the research conducted composed of
220 students from the Grade 7 of the University of La Salette, Inc. – High School
Department. A random sampling of students were conducted from 11 sections of
Grade 7. There were 108 male students or 49.09 % and 112 female students or
50.91 % were surveyed. A table below presents the number of participants.

Table 1. Number of Participants

Participants Number Percentage
Male 108 49.09 %
Female 112 50.91 %
Total 220 100 %

 Research Instrument
The research employs a survey questionnaire composed of internal factors
and external factors that influence the English proficiency of the participants of
research conducted. The survey questionnaire items were answered by selecting
the participants’ perceived agreement on the items listed such as Strongly Agree,
Agree, Disagree, and Strongly Disagree.

 Data Gathering Procedures

A letter was prepared for the conduct of research which asked for
permission from the researchers’ adviser and advisers from the Grade 7 sections
to gather data and the target participants. When the permission was granted, the
researchers simultaneously gathered data from the target participants. The
researchers also gathered relevant data and information from various materials
available in the ULSHS Library for the review of related literature. Internet was
FACTORS AFFECTING THE CONFIDENCE OF GRADE 7 STUDENTS IN
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also employed for gathering additional information as input to this research being
conducted.

 Data Gathering Procedures

In the analysis of data gathered from the survey questionnaire floated from
the participants of this research were tabulated and analyzed employing the 4-
point Likert scale of 1 to 4 with numerical interpretation as 1 – Strongly Disagree,
2 – Disagree, 3 – Agree, and 4 – Strongly Disagree. A weighted mean formula
was used to analyze the data obtained from the questionnaire.
This formula is represented as:
x̅ = Σwx/Σw, where x̅ is the weighted mean, Σ is the sum of, w is the
weights, and x is the value.

Table 2. The Four-Point Likert Scale Qualitative Interpretation of Data

Numerical Qualitative
Weighted Mean Range
Value Interpretation
4 3.26 – 4.00 Strongly Disagree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Disagree
1 1.00 – 1.75 Strongly Disagree

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RESULTS

This section provides the result of the data related to the problem which
this study sought to answer the factors affecting the confidence of Grade 7
students of the University of La Salette in speaking English. The data was taken
from 108 male and 112 female grade 7 students of the school.

Male

Table 1. Perception on the Internal Factors Affecting the Confidence of

Grade 7 Male students of the University of La Salette in Speaking English.

Internal Factors Weighted Interpretation

Mean
Do you think studying or learning English
speaking makes you have more confidence in Strongly Agree
expressing self? 3.62
Does studying English helps in maintaining a
positive behavior of students? 3.42 Strongly Agree
Do you think studying English helps to prevent Agree
fights? 2.85
Do you think English helps in minimizing the
shyness of a student? 3.29 Strongly Agree
Do you think studying English helps to lessen the
pride of a student? 3.15 Agree
Do you think studying English helps in the
perception of abilities of a student? 3.48 Strongly Agree
Do you think studying English helps in the
acceptance of people? 3.48 Strongly Agree
Do you think studying English can influence the
student’s communication in conversation? 3.56 Strongly Agree
Do you think studying English helps students be
enthusiastic? 3.39 Strongly Agree
Do you think studying English makes a student
more intelligent? 3.57 Strongly Agree
Overall Mean 3.38 Strongly Agree

As shown in table 1 in relation to the perception of grade 7 male students

of University of La Salette in the internal factors affecting their confidence in
speaking English an overall mean of 3.38 or an interpretation of “Strongly Agree”
was garnered. In relation to thinking, studying or learning English speaking
makes them have more confidence in expressing themselves got the highest mean
of 3.62 or an interpretation of “Strongly Agree”. Thinking that studying English
helps in preventing fights got the lowest mean of 2.85 or an interpretation of
“Agree”.
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As per the different items in the internal factors that may be affective to
the confidence of the students in speaking English it implies that most of the
respondents find internal factors to be significantly important in how they are able
to go about themselves conversing to others in the English language. It also
implies that being able to speak English fluently gives them a confidence boost
from other individuals and also somehow they look more intelligent if the can
speak English with ease.
Table 2. Perception on the External Factors Affecting the Confidence of
Grade 7 Male students of the University of La Salette in Speaking English.

External Factors Weighted Interpretation

Mean
Lack of ability to adapt to different cultures limits
frequency of communication and information Agree
obtained from clients 3.08
Shyness is the cause of communication avoidance Agree
with clients 2.97
Low level of self-esteem is one of the important
factors contributing to anxiety while speaking in Agree
English 3.05
Incorrect word stress and final sounds result in
miscommunication with students 3.13 Agree
Lack of understanding in accurate pronunciation
usually bring about misunderstanding and Agree
communication problems 3.24
Different communication styles from different
nationality obstruct effective communication results 3.07 Agree
Lack of intention to learn cultural differences
discourages communication with clients 3.13 Agree
Different attitudes toward rules and behaviors from
different cultures block smooth oral communication 3.06 Agree
Lack of proper practice for English speaking leads to
discomfort while speaking English 3.07 Agree
Time limits together with a lot of work requirements
lessen my motivation to develop English speaking Agree
skill 3.03
Overall Mean 3.08 Agree

As shown in table 2 in relation to the external factors affecting the male

grade 7 students of University of La Salette in speaking English an overall mean
of 3.08 or an interpretation of “agree” was garnered. In relation to lacking
understanding in accurate pronunciation usually bring about misunderstanding
and communication problems got the highest mean of 3.24 or an interpretation of
“Agree”. Shyness being the cause of communication avoidance with others got
the lowest mean of 2.97 or an interpretation of “Agree”.
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From the results of the table in relation to the external factors affecting the
English speaking proficiency of the respondents it can be gleaned that external
factors are not much causative for them in being good English speaking students.
It only makes them hesitant in speaking English especially if they are not sure of
the correct pronunciation and proper diction to use when they converse with other
people.

Female

Table 3. Perception on the Internal Factors Affecting the Confidence of

Grade 7 Female students of the University of La Salette in Speaking English.

Internal Factors Weighted Interpretation

Mean
Do you think studying or learning English
speaking makes you have more confidence in Strongly Agree
expressing self? 3.66
Does studying English helps in maintaining a
positive behavior of students? 3.25 Agree
Do you think studying English helps to prevent Agree
fights? 2.83
Do you think English helps in minimizing the
shyness of a student? 3.04 Agree
Do you think studying English helps to lessen the
pride of a student? 3.02 Agree
Do you think studying English helps in the
perception of abilities of a student? 3.21 Agree
Do you think studying English helps in the
acceptance of people? 3.25 Agree
Do you think studying English can influence the
student’s communication in conversation? 3.48 Strongly Agree
Do you think studying English helps students be Agree
enthusiastic? 3.21
Do you think studying English makes a student
more intelligent? 3.45 Strongly Agree
Overall Mean 3.24 Agree

As shown in table 3 in relation to the internal factors affecting the English

speaking skills of female grade 7 students of University of La Salette an overall
mean of 3.24 or an interpretation of “Agree” was garnered. Thinking, studying
and learning English speaking makes them more confident in expressing
themselves got the highest mean almost the same as their male counterpart with a
mean of 3.66 and an interpretation of “Strongly Agree”. As to thinking that
studying English helps in preventing fights it also got the lowest mean of 2.83 or
an interpretation of “Agree”.
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As gleaned from the table both genders are almost the same in their
perception on the different internal factors affecting the way they are able to
speak English with results from the female gender a little higher than their male
counterparts but they understand that somehow internal factors or the innate
ability or drive of the individual studying and speaking the English language more
important rather than considering the external factors around them.

Table 4. Perception on the External Factors Affecting the Confidence of

Grade 7 Female students of the University of La Salette in Speaking English.

External Factors Weighted Interpretation

Mean
Lack of ability to adapt to different cultures limits
frequency of communication and information Agree
obtained from clients 3.05
Shyness is the cause of communication avoidance Agree
with clients 3.04
Low level of self-esteem is one of the important
factors contributing to anxiety while speaking in Agree
English 2.99
Incorrect word stress and final sounds result in
miscommunication with students 3.03 Agree
Lack of understanding in accurate pronunciation
usually bring about misunderstanding and Agree
communication problems 2.95
Different communication styles from different
nationality obstruct effective communication Agree
results 3.09
Lack of intention to learn cultural differences
discourages communication with clients 3.04 Agree
Different attitudes toward rules and behaviors from
different cultures block smooth oral Agree
communication 3.07
Lack of proper practice for English speaking leads
to discomfort while speaking English 3.14 Agree
Time limits together with a lot of work
requirements lessen my motivation to develop Agree
English speaking skill 3.16
Overall Mean 3.06 Agree

As shown in table 4 in relation to the external factors affecting English

speaking by the female grade 7 students of the University of La Salette an overall
mean of 3.06 or an interpretation of “Agree” was garnered. Having time limit
together with a lot of work requirement lessen their motivation to develop English
speaking skill got the highest mean of 3.16 or an interpretation of “Agree”.
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Lacking understanding in accurate pronunciation usually brings about

misunderstanding and communication problems got the lowest mean of 2.95 or an
interpretation of “Agree”.
The implications that can be gleaned from the perception of the female
grade 7 students shows that they do not put much importance in how they
pronounce English words because most of them are not really that well versed in
speaking English fluently. But the constraint of time limit and too much work
requirement affects their motivation in developing good English speaking skills.
Although they agree that it takes time to learn how to speak English properly they
are not really convinced that the different external factors are important in how
they are able to develop their English speaking skills.

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DISCUSSION

This section discussed the findings of the study and analyzes the
implications of these findings to come up with conclusions and recommendations
that can be used to further the main topic of this study.

Summary of Findings

From the survey conducted on 220 respondents of the Grade 7 students of

the University of La Salette with 108 male and 112 female the following were
found.

Male
Internal Factors. In relation to the perception of the respondents on the
internal factors affecting their English speaking skills an overall mean of 3.38 or
an interpretation of “Strongly Agree” was garnered.
External Factors. In relation to the perception of the respondents on the
external factors affecting their English speaking skills an overall mean of 3.08 or
an interpretation of “Agree” was garnered.

Female
Internal Factors. In relation to the perception of the respondents on the
internal factors affecting their English speaking skills an overall mean of 3.24 or
an interpretation of “Strongly Agree” was garnered.
External Factors. In relation to the perception of the respondents on the
external factors affecting their English speaking skills an overall mean of 3.06 or
an interpretation of “Agree” was garnered.

Conclusions

As per the findings of the study it can be gleaned that there is little
difference on the perception of both genders in the different internal and external
factors affecting their English speaking skills. The findings implies that majority
of the respondents believe that studying and learning English speaking somehow
helps them boost their self-confidence and makes them able to express themselves
more openly. That sometimes having proficient English speaking language can
give them a way to prevent fighting with other individuals. It is also gleaned from
the findings of the study that most of the respondents feel more intelligent if they
are able to speak English more fluently.
As to the external factors most of them find that not having proper English
pronunciation skills results to them being misunderstood and communication
problem. They also consider the time constraint and work demand that learning
English speaking deterrent to them devoting much of their effort to learning
efficient English speaking skills.

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Recommendations

Basing from the findings and conclusion of the study the researchers came
up with the following recommendations:

1. Special or remedial classes be initiated where students can attend of their

own free will where English speaking skills are taught in an environment
that encourages the students to fully express themselves with the criterion
that they only do it using the English Language.
2. Associations that focus mostly on practicing English speaking skills such
as debate, oratory and declamation clubs can be started to attract students
to join and show their skills on speaking in English.

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Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition.
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Tanveer, M. (2007). Investigation of the Factors That Cause Language Anxiety

for ESL/EFL Learners in Learning Speaking Skills and the Influence It Casts on
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Park, H., & Lee, A. R. (2005). L2 Learners’ Anxiety, Self-confidence, and Oral
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