Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels
DOI:
https://doi.org/10.30872/e3l.v8i2.5316Keywords:
Speaking Problems, Proficiency Levels, StrategiesAbstract
This study aimed to describe the problems faced by university students in English speaking classes across different proficiency levels at one of the universities in East Kalimantan and their strategies to overcome the problems. This research used a quantitative survey method. The data was collected using a questionnaire divided into two sections, speaking problems and strategies, shared using Google Forms. 85 of 100 students answered the questionnaire. The findings revealed that the most prevalent problems were affective-related (68.7%) and linguistic-related (62.0%). Specifically, 83.5% of students reported fear of making mistakes, 82.4% struggled with overuse of their mother tongue, and 75.3% faced insufficient grammar knowledge. Beginner students exhibited the highest frequency of issues, with 100% acknowledging fear of mistakes, while intermediate and advanced students also reported significant affective and linguistic challenges, albeit at slightly lower rates (e.g., 86% and 74% for fear of mistakes, respectively). Coping strategies varied by proficiency level: beginners relied heavily on passive methods like watching movies (75%), while intermediate students incorporated more interactive strategies, such as peer practice (37.9%). Advanced learners demonstrated balanced strategies, including regular speaking practice (52.2%) and peer interaction (60.9%). The study results underline the need for tailored pedagogical interventions to support students’ emotional readiness and language competence, emphasizing the importance of strategic practice environments and personalized feedback.
Downloads
References
Afshar, Hassan Soodmand, and Ahmad Asakereh. (2016). Speaking Skills Problems Encountered by Iranian EFL Freshmen and Seniors from Their Own and Their English Instructors’ Perspectives. Electronic Journal of Foreign Language Teaching1.
Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London: Continuum.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.
Chand, G. (2021). Challenges Faced by Bachelor Level Students While Speaking English. Indonesian Journal of English Language Teaching and Applied Linguistics.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
Fang, F. &. (2017). A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives. Language Teaching Research.
Garg, S., & Gautam, A. (2015). Learning English can change your life for the better. International Journal of English Language, III(II).
Genç, B., & Bada, E. ((2010). English as a world language in academic writing. Reading 10(2) , 142-151..
Hadfield, J. H. (2008). introduction to teaching pronounciation.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.
Islam, M.S., Stapa, M.B. (2021). Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies. . Lang Test Asia, 11, 22 .
Islam, W., Ahmad, S., & Islam, M. D. (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47–65. .
Juhana. (2016). Psychological Factors That Hinder Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia). The Internet Journal of Education and Practice , Vol.03, N0.12. Retrieved on: 23 November.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second Language. The Internet TESL Journal, 12(11).
Limited., Glenn Fulcher. (2003). Testing Second Language Speaking. London: Pearson Education.
Nguyen, T. T., & Tong, T. T. N. (2024). Investigation into Difficulties in Public Speaking among English-majored Students at University of Phan Thiet. International Journal of Language Instruction, 3(1), 17-30.
Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press.
Sekar, D., & Bhuvaneswari, M. (2025). The art of numbers: Exploring quantitative methods. In Design and validation of research tools and methodologies (p. 22). IGI Global.
Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: a case study in the National University of Laos. International Journal of English Language Education, 1(1).
Swender, E. C. (2012). ACTFL proficiency guidelines 2012 (3th Ed.). New York: ACTFL Professional Programs.
Thornbury, S. (2005). How to teach speaking. U.K: Pearson.
Ur, P. (1996). A course in language teaching: Practice and theory. U.K: Ernst Klett Sprachen.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rania Putri Wahyudi, Aridah, Istanti Hermagustiana, Ventje Kalukar, Maria Teodora Ping
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
