Factors affect English speaking performance among learners of English as a second language in Sri Lankan context

Abstract

Purpose: English is used as the second language globally and the speakers still face affecting factors in speaking. The purpose of the study is to identify the factors impact on English-speaking performance among second language learners of grade ten students at Arafa Vidyalaya Addalaichenai. The Objectives of the study were; to identify the barriers of English-speaking performance among second language learners, to Examine the students’ attitude towards learning second language learners, to Identify the ways to establish the English-speaking performance among second language learners. Design/methodology/approach: Descriptive cross-sectional study and self administered questionnaire were to collect data with simple random sampling and SPSS version 25 software with Excel were for the analysis. 50 students were in the analysis and results were presented using texts, tables, charts, and graphs. Findings: The study reveals that 66% of participants are male and 34% are female. Most students (44%) do not participate in English-related activities outside the classroom, while 24% actively engage. A majority (76%) struggle with expressing their ideas, with only 24% feeling confident in doing so. Key factors influencing speaking performance include fear of mistakes, lack of confidence, anxiety, and fear of criticism. Additionally, 24% of students identified the classroom environment as a significant factor affecting their speaking practice. Practical implications: The study highlights a lack of vocabulary as a key linguistic challenge. It recommends that teachers create a supportive environment to boost students' confidence in communicating in English. Originality value: The study emphasizes strategies to improve English-speaking performance in schools, guiding school management on best practices and supporting policymakers in developing effective language policies.