Investigating the Strategies, Activities and Challenges of EFL Speaking Classes

Abstract

This study analyzes the strategies, exercises, and challenges faced in English as a Foreign Language (EFL) speaking lessons. The study examines pedagogical approaches, a range of speaking exercises, and ongoing challenges to identify successful techniques employed by teachers to enhance students' oral communication skills, assess the influence of different speaking activities on language proficiency, and explore the difficulties encountered by educators and learners, such as motivation, anxiety, cultural disparities, and limited resources. The study provides valuable insights and recommendations for enhancing language learning outcomes and creating a more favorable learning environment for all stakeholders in EFL-speaking classes. These recommendations focus on improving instructional techniques, curriculum design, and learner support systems. This study used a quantitative research methodology to investigate the techniques, exercises, and challenges faced in English as a Foreign Language (EFL) speaking classes in a private university setting. Quantitative research entails the collection and examination of numerical data to identify patterns, correlations, and trends. Information is gathered from a total of 115 students who are currently enrolled in English as a Foreign Language (EFL) speaking classes. This data is obtained through the use of questionnaires, which consist of both closed-ended questions and Likert-scale questions. Communicative Language Teaching (CLT), Task-Based Learning (TBL), Role-plays, Debates, Learner Anxiety, and Linguistic Barriers have a substantial impact on the performance of English as a Foreign Language (EFL) speaking classes. CLT (communicative language teaching), TBL (task-based learning), role-plays, and debates are identified as reliable indicators, demonstrating the effectiveness of interactive teaching methods . The presence of learner anxiety and linguistic barriers highlights the necessity of addressing psychological and linguistic obstacles in order to promote successful English communication.