EXPLORING FACTORS AFFECTING EFL LEARNERS’ SPEAKING PERFORMANCE: FROM THEORIES INTO PRACTICES

Abstract

Theoretically, the ultimate goal of any language learning including EFL (English
as a Foreign Language) is to communicate, that is toexchange ideas, knowledge,
and information. Among the fourlanguage skills the learners pursue in their
language learning, theyoften value speaking more than the other skills – reading,
writing,and listening. Some studies show that despite learners’ strong motivation
to learn and practice speaking in English, on manyoccasions they turn out to stay
silent (instead of saying passive) rather than struggle to make any attempt to speak
words. Exploringany possible factors causing this phenomenon to happen is of
agreat value for teaching practitioners as it is commonly believedthat speaking is
interconnected with other skills. Therefore, thedevelopment in speaking is likely
resulted in the development ofthe other language skills. In relation to the above
issue, hence, this short article tries to examine factors affecting EFL learners’
speaking performance and to identify some feasible ways of coping with the
demotivating factors of the speaking performance. Drawing from some literature
reviews it was found that EFL learners’ speaking performance may stem from
three major aspects, namely linguistics, socio-cultural, and affective factors which
includes motivation and personality aspects such as anxiety, selfesteem,
inhibition, risk-taking, empathy, and extroversion