Mediterranean Journal of Basic and Applied Sciences (MJBAS)

Volume 8, Issue 3, Pages 33-41, July-September 2024

Challenges in Speaking English Language among Education Students

DOI: https://doi.org/10.46382/MJBAS.2024.8304

Copyright © 2024 Princess Marie P. Orge et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License,
which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Article Received: 09 May 2024 Article Accepted: 21 July 2024 Article Published: 28 July 2024

ABSTRACT

Education students, also known as pre-service teachers or teacher candidates, face challenges in speaking, particularly English language. This study
explored the challenges experienced by the selected education students in one of the schools in Ozamiz City. A phenomenological research study
design uses a research design with fifteen (15) students as participants in the study. The participants were selected through purposive sampling. An
interview guide question was used to gather the data, and the responses were analyzed using Moustakas methods. Results generated the following
themes: Having Insufficient Vocabulary Resources, Experiencing Emotional Pressures, and Encountering Difficulties in Speaking. Education
students struggled a lot, especially in explaining and using English. It recommends that the students must practice what they will say in front of,
prepare beforehand, and be exposed to English most of the time, whether at school or home.

Keywords: Challenges in speaking; Coping mechanisms; Difficulties in speaking; Emotional pressures; English; English as a second language;
Experiences in speaking English; Insufficient vocabulary resources; Language exposure; Speaking anxiety.

░ 1. Introduction

English is the most popular foreign language in the world. Many people use it daily in their work and social life,
and it is the primary language used for communication. In Indonesia, English is taught as a compulsory subject
from primary school to university level (Rizqiningsih & Hadi, 2019). When teaching English, students should
master four language skills: listening, speaking, reading, and writing. According to the competency-based
Curriculum, speaking is one of the four essential competencies that students should acquire (Riadil, 2020).

Everyone has to speak when they want to communicate with other people. As stated by (Mardiah, 2022), in
speaking, people will share meaning by producing and receiving information through verbal and non-verbal
symbols in various contexts. In speaking, people express their thoughts through words and talk about perceptions,
feelings, and intentions they want other people to grasp and understand (Jemina et al., 2020). The learning of
speaking cannot be separated from language, so it should make the students master this aspect. Speaking is a
productive skill of language learning. It involves communicative performance and other essential elements, such
as pronunciation, intonation, grammar, vocabulary, and more (Priya & Kumar, 2020). They should be taught in
any language learning to enable the learners to use the target language to communicate. Speaking is the skill that
the learners will be judged upon most in real-life situations (Rao, 2019). It is an integral part of everyday
interaction, and most often, the first impression of a person is based on his or her ability to speak fluently and
comprehensibly (Rizqiningsih & Hadi, 2019). Thus, the teachers are responsible for preparing the learners to speak
English in real-life situations as much as possible.

Since Grade 1, the Philippine educational system has mandated that English be used as the teaching medium at all
levels (Separa et al., 2020). It is one of the country's language policies in education – from Spanish to English to the
current mother tongue-based multilingual education (MTB-MLE) policy (Adriano et al., 2021) – a shift that is

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brought about by a large body of data which supports the view that the use of L1 in the classroom results in better
learning (Oda & Vizconde, 2021). Until now, even though there is a new language policy, English is still
incorporated by some teachers and parents. It is their way to encourage learners' fluency in using the English
language throughout their academic careers (Rose et al, 2020). All students are expected to acquire the language
and utilize it in all other school topics except those taught in the student's mother tongue (Separa et al., 2020). More
crucially, English as a Second Language (ESL) students need to be able to use the English language effectively
outside of the classroom.

Even though English is considered a second language in the Philippines, relationships at home, social interactions
at school, and even business dealings in offices are not typically conducted in this language. As speaking English
in this country is frequently connected with formality and social position, language study in the classroom
frequently ends (Hannum, 2020).

There is a perception that students who can afford private and international schools have a firmer grasp of English
than those who attend public institutions. Similarly, a person who can speak English fluently is seen as someone
from a better social class and even more intellectual than those who cannot. People may label someone as a social
climber if they use English when everyone else is speaking Filipino. English is regarded as a "special" language
rather than a "second" language, and only people who have mastered its grammar and pronunciation—either
through formal education or by conversation with native English speakers—are deemed deserving of using it
(Hummel, 2021).

People often feel inferior when faced with circumstances that need them to speak English because of this mindset,
which continues to shape how Filipinos view the language. The sounds they make, the vocabulary they use, the
appropriateness of their grammar, how others perceive them, and even the mere presence of native speakers in
conversations cause ESL learners to become overly conscious (Gordon, 2019). These uncertainties, as well as
perhaps a great deal more, are what Filipinos may encounter when doing communicative tasks that call for the use
of the English language (Separa, 2020).

The emphasis of language teaching and learning is on developing communicative competence. A person’s ability
to converse with both native and non-native English speakers provides insights into their interpersonal skills and
level of social engagement. An individual’s capacity to understand others is fulfilled when they feel understood,
which fosters an inclusive linguistic environment (Riadil, 2020). Contrarily, self-doubt and negative perceptions
from others make a person more likely to mistrust their language abilities and are frequently viewed as challenging
circumstances while trying to communicate with others (Separa et al., 2020).

In Pakistan, a study revealed that students’ challenges in speaking the English language are making common
grammar mistakes while communicating in the English language, lack of confidence, problems in pronouncing
English words, complex meanings of English words, lack of English vocabulary, feeling nervousness and fear of
insult from fellow students while they are trying to speak in English language (Chand, 2021). However, they
overcome it through watching English movies and listening to English songs with English subtitles, reading
English novels and newspapers daily, using different kinds of dictionaries, participating in group discussions,

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chatting with friends on social media apps in the English language, practicing speaking in English daily, and using
different websites for collecting English words.

In Indonesia, a study found that the dominant difficulty faced by Grade 7 students in speaking English is grammar
because they have difficulty arranging words, and the factors that contribute to it are internal and external
(Wahyuningsih & Afandi, 2020). Furthermore, as stated by Rahmaniah & Asbah, (2019), most students have
several difficulties in speaking English as students do not know the vocabulary because they do not want to
memorize it; they worry about making mistakes in grammar and pronunciation; students are embarrassed to speak
in front of the class because some of them are afraid if laughed at by their friends; and they prefer to use their
language.

Sentence construction plays a significant part in students' difficulty when speaking. Considering that secondary
schools in Bataan require students to speak only in English during classes, students sometimes opt to avoid
attending classes to avoid violating the rule, which causes them to lose their self-confidence (Separa et al., 2020).
Acquisition and learning of vocabulary in a specific language entail constant usage of words. English is considered
a second language in the Philippines but is still not used in regular communication (Tan et al., 2020). Moreover, a
study showed that learners can easily verbalize the contents of the reference material during class presentations,
but explaining the contents based on one's understanding becomes a problem. Aside from unfamiliarity with some
words, the limitation of a learner in expressing one's thoughts using English becomes a hindrance to describing
concepts.

Speaking English is one of the requirements for education students. Since the first year, these students have been
reminded to use English, especially when speaking in front of an audience or reporting in class. It is practiced
earlier to be prepared for future teaching in a new environment and audience. In this way, education students will
be confident speaking in front of others, and they can express their insights and deliver accurate information to
future learners who will look up to them. Since speaking the English language is essential for pre-service teachers,
it is in this context that the researchers conducted this study to know the different challenges faced by Education
students. This study also intended to investigate how students cope with the challenges of speaking English to look
confident in front of an audience. As speakers of English as a second language, it is necessary to identify these
challenges and techniques to inform learners, especially Education students who are exposed to speaking in public,
on how to apply strategies and overcome the challenges they will encounter.

░ 2. Methods

This study employed a qualitative research approach, conducting content analysis to explore the challenges
university students face when speaking English in front of an audience. Conducted at a non-sectarian higher
educational institution in Misamis Occidental, the research focused on Bachelor of Secondary Education (BSED)
and Bachelor of Elementary Education (BEED) students. Participants were selected through purposive sampling,
meeting criteria such as prior speaking experience and willingness to participate. Data was collected using
validated and pilot-tested interview guides, with interviews recorded to ensure accuracy. Ethical guidelines and the
Data Privacy Act of 2012 were strictly followed to maintain confidentiality and voluntary participation. Data

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analysis utilized Moustakas' phenomenological reduction method, involving steps like bracketing,
horizontalization, clustering into themes, and textural-structural synthesis. This approach provided a
comprehensive understanding of students' experiences and the challenges they face in public speaking, ultimately
capturing the essence of these experiences in a synthesized narrative.

░ 3. Results and Discussions

3.1. Having Insufficient Vocabulary Resources

Language is the cornerstone of human communication and expression, allowing individuals to convey their
thoughts, emotions, and ideas with precision and depth. At the heart of language lies an expansive word lexicon
that serves as the building blocks of their verbal and written interactions. However, the lack of vocabulary
resources poses a significant challenge for many individuals, hindering their ability to communicate and engage
with others effectively. In the study, participants found that speaking in English is challenging since they need
more vocabulary resources.

From the interview, participants 6 and 12 found speaking in English challenging as they could only use common
words and did not need help constructing sentences well. In addition, they feel conscious about their grammar and
vocabulary because they know their resources are narrow enough. These are evident in their answers:

“The challenges that I encountered are I use common words, I don’t know how to organize my thoughts,
sometimes I stutter too, and too much nervousness makes me to have a mental block but I still manage to deliver
what I want to convey to my audience. I am not distracted to my audience because I try to contain myself if ever
there are a lot of people. I just think that there are just a few of them. It is very important to make eye contact to my
audience because it makes me to concentrate more if I look at them.” (P6)

“There are still challenges that I doubting about the grammar I am using. In constructing sentences, I am still
hesitant if the verb that I am using, the grammar or the conjunction that I use is right. Also, if dealing with
professionals especially to our teachers, I feel conscious about my English grammar and vocabulary because I am
aware that my resources are not wide but then if that word is used in a sentence, I can understand it.” (P12)

These statements collectively emphasize learners’ difficulties in speaking and expressing themselves in English.
The challenges range from limited word choices, reduced linguistic proficiency, barriers to effective
communication, and reduced reading comprehension. These challenges may stem from limited exposure, lack of
practice at home, and the inherent complexities of language learning. When learners interact with the target
language they are trying to learn, this is called exposure to language (Peters et al., 2019). Addressing the
challenges arising from the lack of vocabulary resources requires concerted efforts to develop comprehensive and
accessible language-learning tools, promote reading habits, and bridge the gap between traditional teaching
methods and innovative technologies.

This implies that learners need more vocabulary resources to find the right words to convey their thoughts,
understand spoken English, engage in conversations or express themselves in English, and find appropriate words.
This limitation can hinder their overall academic progress in English-related subjects. If this problem is not

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addressed, it can limit the student’s ability to communicate effectively and create barriers in social interactions and
future professional settings.

3.2. Experiencing Emotional Pressures

Experiencing emotional pressures is a universal aspect of the human condition. Recognizing that these pressures
can manifest differently for each individual is essential. Some may face the relentless pursuit of success and the
fear of failure, while others grapple with societal expectations, identity crises, or burdens. Understanding the
nature of these emotional pressures and developing strategies to navigate them is crucial for cultivating resilience
and maintaining a healthy state of mind. The impact of emotional pressures can be far-reaching. They can give rise
to anxiety, depression, burnout, and other mental health challenges.

Additionally, emotional pressures can strain relationships, impede personal growth, hinder decision-making
processes, and lead to a diminished sense of self-worth. Acknowledging the profound influence of these pressures
on individuals' lives underscores the importance of addressing them and fostering emotional well-being. In this
study, the participants came out experiencing emotional pressures while speaking in front of an audience.

The statements provided by participants 2, 4, and 14 offered their experiences in speaking and the emotional
pressures they had during those activities. They represented the reality that people will still feel nervous even if
they know how to speak English, even if they are already prepared with their speech, especially if many people are
watching them. It is essential not to let these pressures keep them from beating themselves and to find ways to
handle them throughout the presentation.

These are their answers during the interview:

“I can describe my experiences as nerve-wracking because I am not fluent in English language when speaking in
front. My nervousness depends on my audience, if they are just my classmates, I feel confident but when there’s a
teacher observing me, that is the time that I feel nervous because I feel that they will correct my English.” (P2)

“I feel anxious and nervous. Like I’m afraid to commit mistake whenever I speak in front of other people especially
if I don’t know them because what if they will judge me that I speak in English then I have many mistakes.
However, it’s fulfilling whenever I speak after like wow I spoke with other people and they heard me and they
listened.” (P4)

“Speaking English in front of an audience is quite nervous especially if there are many people because I am scared
to make mistakes and my pronunciations if spoken incorrectly, they usually laugh at it. If I am talking with my
classmates, I still feel a bit nervous. It’s just in spacious places that I would really get nervous.” (P14)

The study participants’ responses revealed that emotional pressures were experienced while speaking in front of an
audience. This is because they were scared to be corrected, especially by their teacher, scared to make mistakes and
be laughed at by their audience, and to be judged by their pronunciations. The students felt nervous because they
had many listeners in front of them, which made them conscious of what words they were using and speaking
English before a crowd was identified as the most dreaded experience. Low self-confidence in speaking in public;

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lack of constant speaking experience and lack of knowledge in public speaking; fear of making mistakes and being
laughed at; inadequate preparation and timidity were also identified as challenges affecting participants’ ability to
speak English in public (Dansieh et al., 2021). Anxiety tampered with the capability of the learners to focus on
what was said in the target language, and even if they had ideas, anxiety took over the situation. It means anxiety
can hamper their speech performance and lead to communication apprehension (Miskam & Saidalvi, 2019).

This implies that when students feel nervous when speaking English in front of an audience, they may have limited
competency in communication. This can impact their ability to speak English fluently, use varied words and
expressions, concentrate and actively engage with the audience, and motivation to learn and engage in English
communication. Feeling anxious when speaking English in front of an audience might cause difficulties in
speaking English. While feeling nervous always happens in every individual, letting it overpower them can hinder
them from thinking clearly and conveying their message. They may need to remember important points, leading to
an effective presentation.

3.3. Encountering Difficulties in Speaking English

When learning to speak English as a second language, encountering difficulties is a standard part of the journey.
These challenges can arise due to various factors such as language barriers, cultural differences, lack of practice, or
fear of making mistakes. However, understanding and acknowledging these difficulties is essential to overcoming
them. Achieving fluency in spoken English involves speaking effortlessly, maintaining a natural rhythm, and
responding spontaneously. Developing this skill requires practice and exposure to authentic English conversations.
In this study, the participants found speaking English challenging when conveying a message.

The participants' statements emphasized their difficulty speaking English in front of many people. Speaking is a
valuable language ability that allows speakers and listeners to communicate orally to transfer and share
information and develop long-term relationships (Aziz & Kashinathan, 2021). However, they differed regarding
the explanations cited and the supplementary information provided. These remarks showed a need for more
exposure to and use of the English language most of the time. These are the responses given during the interview:

“Personally, it has its challenging parts like for example, depending on a topic maybe I haven’t studied that well
and I get sometimes stutter in front of an audience but if the topic is a good topic, it would be a breeze explanation
towards an English language communication in front of the class because it really benefited me as I have been
challenged speaking English when I was a kid.” (P3)

“I can describe it as difficult because there are times that my audience cannot understand some terms that I use.
There are times too that I have a difficulty in explaining what I want to convey to them. If I know my audience, it is
easy to explain but if I don’t know the audience, I find it difficult to explain. If the audience is just my classmates, I
have the confidence to explain what I want to explain.” (P5)

“For me, I can describe that it’s not easy to stand in front of an audience because I don’t have the confidence and
I have difficulty in explaining what I want to convey them. Sometimes, it challenged me especially when I don’t
know the topic and I feel a little bit nervous whenever I speak English in front of everyone.” (P9)

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“The challenges that I have encountered in speaking English in front of an audience is when I start to stutter, that
is the starting point that I will doubt speaking because I feel that when I start to make mistakes, it will be
continuous.” (P15)

Based on the participants' answers, the findings revealed that learners encountered difficulty speaking English,
especially at school. Participant 5 and 9 described it as problematic in explaining what they want to convey to their
audience. They find it challenging when they need to know the topic they will present to their classmates.
Participant 3 and 15 encountered stuttering while presenting in front of their audience.

This implies that when learners encounter difficulty in speaking English, it can result in reduced accuracy in
grammar, pronunciation, and vocabulary usage. It can also erode students' confidence in their language abilities,
making them feel self-conscious or anxious about making mistakes and inhibiting their willingness to speak up or
participate actively in conversations. This problem can impact their academic performance, career prospects, and
success in English-related domains. Difficulty speaking English can sometimes be connected to a limited
vocabulary. This limitation restricts students' ability to express themselves fully and precisely. They may struggle
to find the right words to convey their thoughts and ideas, resulting in incomplete and ineffective communication.
Ignoring this matter can impede effective interaction and make it challenging to convey ideas or understand others'
perspectives.

░ 4. Conclusions

Based on the findings of the study, several conclusions were drawn regarding the challenges faced by students in
speaking English publicly. It was revealed that a significant difficulty stems from a lack of vocabulary, hindering
their ability to find exact words and understand spoken English. Additionally, emotional pressure when speaking
English in front of an audience impacts students' confidence and self-expression. Limited exposure to English
further impedes their language development and personal growth. To address these issues, it is crucial for students
to prepare, practice, and engage with a variety of English resources to build self-assurance and communication
skills. Confident English speaking not only benefits students' personal and professional lives but also helps them
overcome fears with consistent effort and willingness. The study also highlighted the importance of language
exposure and active engagement with English, as these factors significantly enhance students' speaking abilities,
enabling more efficient and fluent communication.

░ 5. Recommendations

Based on the findings and conclusions, the researchers recommend several strategies for improving English
speaking skills among students. Firstly, practice is essential; students should enhance their vocabulary,
comprehension, and pronunciation. Exposure to English through books, blogs, shows, music, and podcasts can
familiarize them with the language's sounds, vocabulary, and sentence patterns. Teachers are encouraged to
incorporate speaking exercises such as presentations, debates, role plays, and simulations into their classes,
providing constructive feedback on areas like pronunciation, vocabulary, and grammar. Encouraging students to
converse in English with peers will boost their confidence. Additionally, students should be given opportunities to
expand their vocabulary and consistently prepare for speaking in front of an audience, practicing until they achieve

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proficiency. For future researchers, it is important to develop strong language skills over time, enhance language
proficiency, and seek diverse learning opportunities to improve their understanding and teaching of the language.

Declarations

Source of Funding

This study did not receive any grant from funding agencies in the public, commercial, or not–for–profit sectors.

Competing Interests Statement

The authors declare no competing financial, professional, or personal interests.

Consent for publication

The authors declare that they consented to the publication of this study.

Authors' contributions

All the authors took part in literature review, analysis and manuscript writing equally.

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