A critical examination of EFL learners’ difficulties in speaking: towards an effective and applicable pedagogy

Abstract

This article seeks to find out Chinese EFL learners’ difficulties in speaking. It is of significance because an understanding of their common problems serves as a window into learners' instructional needs and provides opportunities for teachers to plan tailored instruction subsequently. Three students enrolled in English listening and speaking course in a university in southern China participated in out-of-class extra practices for in-depth study. They were given seven monologic speaking tasks adapted from TOEFL. After the completion of each task, students were prompted to provide detailed reflections on the problems that they experienced when planning and producing speech and what kind of teacher interventions they considered necessary and helpful. The analysis of their written self-reflections provided evidence that learners mainly encountered three types of difficulties in speaking: 1) ideas (what to say); 2) language (how to say); and 3) delivery (how to say it well). The results also shed light on what kind of instructional support in terms of speaking development would be necessary. Accounts from students revealed that the following types of teacher assistance, a) prompting questions to help them gather ideas; b) key words that help them express their ideas; and c) cohesive devices that help them develop their ideas fully and effectively. The teachers’ assistance can help the students perform better in the tasks at hand and move them forward in their zone of proximal development. This article has generated useful insights into college English learners’ speaking abilities and learning needs. Its major contribution lies in how it informs a coherent and effective pedagogy in English speaking.