Identification of the Factors affecting Oral Proficiency Skills of ESL Learners at Elementary Level

Abstract

The purpose of the present study was to establish the factors that hinder the English speaking skills of the elementary students in Pakistan. Being aware of the significance of English in the global world, this study aimed at identifying the factors, which promote or hinder oral proficiency development among young learners. The study employed both quantitative and qualitative data collection tools in the mixed-method research framework. Self-administered questionnaires were administered among 300 proportionate randomly selected students of different elementary schools located in Bahawalpur district of Southern Punjab. Similarly, interviews and focus group discussions were used for 40 teachers and 20 parents. Findings obtained from data analysis indicate many factors including social background of the students, qualifications of their teachers, teaching practices used in the classroom, availability of the resources like environments in home and school where a student can find English speaking contexts, and the motivational levels along with self-efficacy in the students. The findings revealed that the students from higher Socio-economic have improved competency in English speaking as well as comprehending instructions due to ‘better exposure and better access to learning materials’. Besides, the study established that the use of appropriate instructional practices and the fluency of the teacher in the English language were paramount in increasing student’s speaking skills. The suggestions postulated in the study include continuing education programs for teachers, parent literacy, and formulation of high quality school curricula that is replete with language contents and skills.