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.
