Factors causing efl students’ reluctance in learning english speaking skills at minh luong secondary school

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

DOAN LE GIANG

FACTORS CAUSING EFL STUDENTS’
RELUCTANCE IN LEARNING ENGLISH
SPEAKING SKILLS AT MINH LUONG
SECONDARY SCHOOL
Major: English Language
Course code: 60220201

HO CHI MINH CITY, MAY, 2020


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
-------------------------------------

FACTORS CAUSING EFL STUDENTS’
RELUCTANCE IN LEARNING ENGLISH
SPEAKING SKILLS AT MINH LUONG
SECONDARY SCHOOL
Submitted to the
Faculty of English language
in partial fulfillment of the Master’s degree in English Language
Course code: 60220201
By
DOAN LE GIANG
Supervised by
TRAN QUOC THAO, PhD

HO CHI MINH CITY, MAY 2020


CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted entitled:FACTORS
CAUSING EFL STUDENTS’ RELUCTANCE IN LEARNING ENGLISH
SPEAKING SKILLS AT MINH LUONG SECONDARY SCHOOL.
In terms of the statement of requirements for Theses in Master’s programs issued by
the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City
University of Technology.

Ho Chi Minh City, May 2020
DOAN LE GIANG

i


RETENTION AND USE OF THE THESIS
I hereby state that I, DOAN LE GIANG, being a candidate for the degree of Master
of Arts (English Language) accept the requirements of the University relating to the
retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis
deposited in the Library should be accessible for purposes of study and research, in
accordance with the normal conditions established by the Librarian for the care,
loan, and reproduction for theses.

Ho Chi Minh City, May 2020
Signature …………………………….

DOAN LE GIANG

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ACKNOWLEDGEMENTS
I would first like to express my deepest gratitude to Dr. TRAN QUOC
THAO, my supervisor, for his patience, guidance, insightful advice, and constant
encouragement through the whole research process. Without his support and
guidance, this thesis would never have been completed.
Next, I would like to give my gratefulness to all my lecturers for their
teaching during Master of Arts course. With valuable experiences, they taught
freely and enjoyably. I am really thankful for their effort, their useful advice and
experience they shared with me. It was the best valuable learning experience ever.
Their teaching performance was reinforced firmly inside me, made a solid
foundation for my future career.
Further, I would like to express my sincere appreciation to enthusiastic
teachers from Minh Luong secondary school who helped me collect the data from
the interview.
Moreover, my thesis has been done by the contribution of relevant students.
So far, I would like to thank all the students in four classes who have answered the
questionnaire with useful feedback.
My special thanks also go to my parents for care, assistances and motivation
for the whole of my life. I also would like to explain my thanks to my brothers and
sisters for their support and encouragement all the time.
At last, my deep thanks go to all my friends during the time I attended
HUTECH university.

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ABSTRACT
Many studies have shown that speaking plays an important role in English language
learning. It was, nonetheless, noticed that EFL students face a lot of challenges
when learning speaking skills. Therefore, this thesis attempts to explore the factors
affecting students’ reluctance in learning the English speaking skills of EFL
students at Minh Luong Secondary school. The study aimed to (1) find out factors
causing students’ reluctance in learning English speaking skills at Minh Luong
secondary school and (2) examine differences in the factors causing reluctance of
students of grade 8 and grade 9 in learning English speaking skill. There were 200
students in grade 8, and 9 (100 students of each grade) and 6 English teachers
joining in the study. Questionnaires to students and semi-structured interviews to
teachers were employed to generate data for the study.
The results revealed that Minh Luong students were reluctant in learning the
speaking skills since they were strongly affected by psychological factors, linguistic
factors, and socio-cultural factors. This study also found that there were no
differences between students of grade 8 and students of grade 9
Keywords: EFL, factor, speaking skill, reluctance, Minh Luong secondary school

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TABLE OF CONTENTS

page

CERTIFICATE OF ORIGINALITY ...........................................................................i
RETENTION AND USE OF THE THESIS...............................................................ii
ACKNOWLEDGEMENTS ...................................................................................... iii
ABSTRACT ...............................................................................................................iv

TABLE OF CONTENTS ............................................................................................ v
LIST OF TABLES .....................................................................................................ix
LIST OF FIGURES....................................................................................................xi
LIST OF ABREVIATIONS ......................................................................................xii
CHAPTER 1: INTRODUCTION ............................................................................ 1
1.1. Background to the study....................................................................................... 1
1.2 Statement of the problem ...................................................................................... 2
1.3 Aims and objectives of the study .......................................................................... 3
1.4 Research questions ................................................................................................ 3
1.5 Scope of the study ................................................................................................. 4
1.6 Significance of the study ....................................................................................... 4
1.7 Definition of the key terms ................................................................................... 5
1.8 Organization of the thesis...................................................................................... 6
CHAPTER 2: LITERATURE REVIEW ................................................................ 8
2.1 Introduction ........................................................................................................... 8
2.2 The English speaking skill of EFL students......................................................... 8
2.3 Characteristics of speaking skill ........................................................................... 9
2.4 The relationship between speaking skill and others skills In English language
learning ...................................................................................................................... 11
2.5 EFL students’ reluctance in learning English speaking skill .............................. 12
2.6 Factors that cause EFL students’ reluctance in learning
English speaking skills ............................................................................................. 13
2.6.1 Linguistic factors .............................................................................................. 13
2.6.1.1 Grammar ....................................................................................................... 13

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2.6.1.2 Pronunciation ................................................................................................ 14
2.6.1.3 Vocabulary .................................................................................................... 15

2.6.2 Socio-cultural factors ....................................................................................... 15
2.6.2.1 Teachers’ domination .................................................................................... 16
2.6.2.2 Classroom atmosphere .................................................................................. 16
2.6.2.3 Cultural background ...................................................................................... 17
2.6.3 Psychological Factors....................................................................................... 18
2.6.3.1 Anxiety .......................................................................................................... 18
2.6.3.2 Shyness .......................................................................................................... 19
2.6.3.3 Fear of making mistakes ............................................................................... 20
2.6.3.4 Motivation ..................................................................................................... 21
2.8 Previous studies ................................................................................................... 22
2.9 Conceptual Framework ....................................................................................... 26
2.10 Summary ........................................................................................................... 28
CHAPTER 3: METHODOLOGY ......................................................................... 29
3.1 Introduction ........................................................................................................ 29
3.2 Research design ................................................................................................... 29
3.3 Research site ........................................................................................................ 30
3.4 Sample and sampling procedures ........................................................................ 31
3.5. Research instruments ......................................................................................... 33
3.5.1 The questionnaire ............................................................................................. 33
3.5.2 The interview to teachers ................................................................................. 35
3.6 Data collection procedures .................................................................................. 36
3.7. Data analysis procedures .................................................................................... 37
3.8 Reliability and validity ........................................................................................ 38
3.8.1 Reliability ......................................................................................................... 38
3.8.2 Validity ............................................................................................................. 39
3.9 Ethical issues ....................................................................................................... 40
3.10 Summary ........................................................................................................... 41

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CHAPTER 4: RESULTS AND DISCUSSIONS .................................................. 42
4.1 Introduction ......................................................................................................... 42
4.2 Results ................................................................................................................. 42
4.2.1 Factors causing students’ reuluctance in learning English speaking skills...... 42
4.2.2 There groups of factors causing students’ reuluctance in learning English
speaking skils ............................................................................................................ 43
4.2.2.1 Linguistic factors ........................................................................................... 43
4.2.2.2 Social Cultural factors ................................................................................... 47
4.2.2.3 Psychological factors .................................................................................... 50
4.2.3 Differences in factors causing EFL studentss’reluctance in learning English
speaking skills ........................................................................................................... 54
4.2.3.1 Differences in linguistic factors causing EFL studentss’reluctance in
learning English speaking skills ................................................................................ 55
4.2.3.2 Differences in psychological factors causing EFL studentss’reluctance in
learning English speaking skills ................................................................................ 56
4.3 Discussion ........................................................................................................... 57
4.3.1 Factors causing EFL studentss’reluctance in learning
English speaking skills ............................................................................................. 57
4.3.2 Differences between eighth and ninth graders in term of factors causing
students’ reluctance in learning English speaking skills ........................................... 62
4.4 Summary ............................................................................................................. 64
CHAPTER 5: CONCLUSION ............................................................................... 66
5.1 Introduction ......................................................................................................... 66
5.2 Summary of the main findings of thesis ............................................................. 66
5.3 Pedagogical implications .................................................................................... 67
5.3.1 Implications for English language teachers ..................................................... 67
5.3.2 Implications for English language learners ...................................................... 68
5.3.3 Implications for school administrators ............................................................. 69
5.4 Limitations of the study ...................................................................................... 69

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5.5 Recommendations for further study .................................................................... 70
REFERENCES .......................................................................................................... 71
APPENDICES ........................................................................................................... 81
APPENDIX A1
QUESTIONNAIRE FOR STUDENTS (English Version) ....................................... 81
APPENDIX A2:
QUESTIONNAIRE FOR STUDENTS (Vietnamese Version) ................................ 86
APPENDIX B1:
INTERVIEW QUESTIONS FOR TEACHERS (English Version) ......................... 91
APPENDIX B2:
INTERVIEW QUESTIONS FOR TEACHERS (Vietnamese Version) .................. 92

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LIST OF TABLES
Table

Page

Table 3.1: General information about students of the questionnaire ........................ 32
Table 3.2: Research questions in relation with research instruments and data
analysis ...................................................................................................................... 38
Table 3.3: The reliability of factors causing EFL student’s reluctance in learning
English speaking skill ............................................................................................... 39
Table 4.1: Factors causing students’ reluctance in learning

English speaking skills .............................................................................................. 43
Table 4.2: Grammar factor causing students’ reluctance in learning English
speaking skills ........................................................................................................... 44
Table 4.3: Pronunciation factor causing students’ reluctance in learning English
speaking skills .......................................................................................................... 45
Table 4.4: Vocabulary factor causing students’ reluctance in learning English
speaking skill ............................................................................................................. 46
Table 4.5: Teachers’ domination factor causing students’ reluctance in learning
English speaking skills ............................................................................................ 47
Table 4.6: Classroom atmosphere factor causing students’ reluctance in learning
English speaking skills ............................................................................................. 48
Table 4.7: Cultural background factor causing students’ reluctance in learning
English speaking skills ............................................................................................. 49
Table 4.8: Anxiety and Shyness factor causing students’ reluctance in learning
English speaking skills ............................................................................................. 51
Table 4.9: Fear of making mistake factor causing students’ reluctance in learning
English speaking skills ............................................................................................. 52
Table 4.10: Motivation factor causing students’ reluctance in learning English
speaking skills ........................................................................................................... 53

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Table 4.11: Differences between eighth and ninth graders in terms of factors
causing ELF student reluctance in learning English speaking skills ....................... 54
Table 4.12: Differences between eighth and ninth graders in terms of linguistic
factors causing ELF student reluctance in learning English speaking skills ........... 55
Table 4.13: Differences between eighth and ninth graders in terms of psychology
factors causing ELF student reluctance in learning English speaking skill ............. 56

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LIST OF FIGURES
Figure
Figure

page
2.1:

Factors

causing

EFL

students'

reluctance

in learning English speaking skills............................................................................ 27

xi


LIST OF ABREVIATIONS
EFL: English as a foreign language
SPSS: Statistical Package for Social Sciences
L1: mother tougue/ native language/ first language
L2: The second language.

xii


CHAPTER 1
INTRODUCTION
1.1. Background to the study
English is widely acknowledged as an international language with more nonnative speakers than native speakers of English (Galloway & Rose, 2015).
Moreover, speaking is an important skill for language production because in verbal
communication, we cannot communicate with each other without understanding
them. Speaking skill is used to interact in both real life and social networks and to
create contracts in a variety of business majors. According to Ur (1996), when
people know a language, they are referred to as a speaker of that language.
However, speaking is often considered one of the most difficult skills of language
learning (Brown & Yule, 1983). Many problems occur in teaching and learning
process. According to Mofarreh (2005), the aim of teaching speaking is to improve
the students' ability to communicate. This is necessary for the students to be able to
express themselves, to communicate to English speakers, and to improve their
understanding and respecting the culture of other nations. Further, Dosari (1992)
has stated that EFL is taught to enable the communication of the students with
other English speakers and to offer them a communicating tool. By the time they are
at secondary schools, students have many problems with regard to learning English
in general, and in speaking English in particular. The biggest problem is students’
lack of interaction. Students tend to keep silent when they are asked to answer the
questions and share their ideas in class. Besides, they do not speak English
accurately and fluently.
In recent years, Vietnam’s education has promoted the quality of teaching and,
learning English at all levels to meet learners’ demand. English teachers have been
trying to catch up with the world frameworks of English language so that they can
find out the most effective and suitable English teaching method. In secondary

school, students have to learn English as a compulsory subject. Every week,

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students have 3 English periods at school. Nevertheless, EFL students’ oral
performance is limited. Many students are reluctant to communicate with their peers
in the target language because of traditional speaking instructions (Do Ngoc Nhi &
Nguyen Buu Huan, 2017).
Dealing with the explanation above, the researcher finds several problems that
are similar with the problems encountered by the students of Minh Luong secondary
school which cause students’ reluctance in learning English speaking skill in EFL
class.. Therefore, the study titled Factors causing EFL students’ reluctance in
learning English speaking skills at Minh Luong secondary school is conducted.
1.2. Statement of the problem
Speaking is considered one of the most difficult tasks with many challenges for
students to learn how to speak English. There is no doubt that the students must
overcome barriers if they want to master the English speaking skill. According to
Haris (1974), speaking abilities are included five basic characteristics such as:
vocabulary, pronunciation, grammar, fluency, comprehension. According to Harmer
(2001), students are often reluctant in learning speaking skill because they are shy
and predisposed to expressing themselves in front of other people, especially when
they are being asked to give personal information or opinions. Many students have
low English proficiency negative attitudes such as feeling fear of speaking in class
or choosing to be silent when they face to English activities in class. Admittedly,
speaking is a complex skill that requires a certain level of language knowledge,
vocabulary, and grammarwhich is the first cause of preventing EFL students from
learning English speaking in class. The second cause is students’ negative attitudes
towards speaking. Students are often afraid of making mistakes, and they lack the
ability in speaking. Besides, in class, students learn vocabulary by focusing on the

Vietnamese meaning but they often have no more opportunities in practicing
speaking. The finaly, because students live in the small town where English is not
used popularlythey are lack of conditions to practice English outside the class. EFL
students’ reluctance in learning English speaking skills appeared at Minh Luong

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secondary school. Due to Minh Luong student’s low level of English proficiency,
teachers’ objectives focus more on helping their students improve basic grammar
structures to prepare for compulsory test. Therefore, Minh Luong students can do
grammar exercises very well and master many new words and structures, but they
cannot apply them to English speaking skill. Besides, there are no speaking tests in
final examination; thus, Minh Luong students lack interest in practicing their
speaking skill. Although English teachers at Minh Luong secondary school try to
apply various methods, they encounter a lot of obstacles in developing students’
oral ability. In addition, most Minh Luong students find it difficult to speak English
accurately and fluently because of the culture barrier between their mother tongue
and L2 language. Moreover, Minh Luong students often fall into confusion when
speaking English because they are lack of English knowledge, confidence, and the
good learning method as well as the learning passive environment with the same
and boring lessons without the interesting activities which prevent them from
practicing and improving English speaking skill. In order to help students improve
their speaking skill, it is necessary for teachers to know the causes of the problems.
This is the reason why this study was decided to be conducted.
1.3. Aims and Objectives of the Study
This study was conducted with the aims of investigating EFL students’
reluctance in learning English speaking skills at the context of Minh Luong
secondary school. The followings were the specific objectives of the research:
 To find out factors causing students’ reluctance in learning English speaking

skills at Minh Luong secondary school.
 To examine differences in the factors causing reluctance of students of grade
8 and grade 9 in learning English speaking skill
1.4. Research questions
In order to achieve the aforementioned objectives, the following research
questions must be addressed:

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1. What are the factors that cause ELF students’ reluctance in learning
English speaking skills at Minh Luong secondary school?
2. Are there any differences in the factors causing reluctance of students of
grade 8 and grade 9 in learning English speaking skill?
1.5. Scope of the study
The study was conducted at Minh Luong secondary school. In English class at Minh
Luong secondary school, students focus mainly on grammar, reading and,
vocabulary. Besides, there were no speaking tests in the final examinations; thus,
students lacked interest in practicing their speaking skills. Besides, student faced
some issue as the effects of the teachers in teaching English speaking skills (the lack
of method in teaching speaking), students’ negative attitudes towards speaking, and
the lack of English environment to practice. However, this study only focuses on
factors that cause students’ reluctance to learn English. Moreover, this study
examined whether there are

any differences in factors causing reluctance in

learning English speaking skills of grade 8 and grade 9 or not. To achieve the aims
of the research, the questionnaire has been used as the main method to collect data
from students and the data from interviews were used to verify. Regarding the

participants, there are 200 students in grade 8, and 9 (100 students of each grade)
and six English teachers joined in the study.

1.6. Significance of the study
Theoretically, many researchers (e.g., Nunan 1989; Harmer 2007) have agreed that
speaking is the most challing skill for EFL students. Therefore, the findings of the
research provide

crucial information

to

English

teachers,

learners

and

administrators. Firstly, this study provides the understanding of factors causing the
reluctance of students in learning speaking. This is meaningful for teachers,
administrators because it aims to provide a pedagogical approach to teach speaking
skills for EFL students. It also sheds light on the importance of student’s needs

4


which allows teachers, administrators to satisfy these needs and conduct successful
and memorable learning. Finally, it highlights the role played by the speaking skill

in improving the achievement of students in English courses due to their ability to
express their ideas.
As for practical contributions, this study makes a significant contribution
summarized in some respects: Firstly, this study give the clear evidence of factors
which prevent EFL students from learning English speaking skills at the context of
Minh Luong secondary school. Discovering the factors leading students’ reluctance
in speaking skills at Minh Luong secondary school helps both teachers and students
in many ways. Secondly, students can know factors affecting them to learn the
speaking skill so that they can find out solutions to overcome and feel more
confident and comfortable to learn the speaking skill. Furthermore, students can
increase their learning attitude of the English language. Thirdly, based on the
results of the study, teachers can help learners overcome the barriers of speaking
and can develop strategies for maximizing EFL students’ competence in the
speaking class. Finally, the researcher hoped that this study is useful for the
consideration of the administrators to create better English speaking environment.
1.7 Definitions of the Terms
For the purpose of this study, many terms were defined to provide a specific
perspective on the issues discussed.
EFL students refers to those who are learning English while living in a community
where English is not spoken as the first language.
English environment refers to a good environment in which students can use
English inside and outside of their classrooms..
Secondary school students refer to those who are aged from 11 to 15 attending
from grade six to grade nine.

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those who are learning from primary schools and lead into vocational and tertiary
education. Attendance is compulsory in most countries for.

Students’ negative attitudes refers to a student’s disposition, or student’s feeling
which is not constructive, cooperative, or optimistic
Students’ reluctance refers to the phenomenon that the students keep silent and do
not take part actively in class.
1.8 Organization of the thesis
The overall structure of the study takes the form of five chapters
Chapter 1 provided the introduction, which includes the background of the
study, the problem statement, the aims and objectives of the study, the research
questions, the significance of the study, definitions of key terms, and the
organization of the study.
Chapter 2 was the literature review of this study which presented the
definition of the English speaking skill of EFL students and characteristics of
English speaking skill of EFL students. In this chapter, the relationship between
speaking skill and others skills were also reviewed. Then, the extent of students’
reluctance in learning English speaking skills was also described. Besides, EFL
students’ reluctance in learning English speaking skills and factors causing EFL
students’ reluctance in learning English speaking skills were presented. Finally, this
chapter ends with previous studies.
Chapter 3 described the research design, the research site, sample and
sampling procedures, research instruments, data collection procedures, data analysis
procedures, validity and reliability, and ethical issues.
Chapter 4 , namely Results and Discussion, presents the findings of the study
in comparison with the information in the Literature Review. The similarities and
differences between what have been found in the research and those in the previous
studies are analyzed to obtain deep insights into the issues Chapter 5 drew the

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summary of the main findings of this study. Pedagogical implications for teachers,

administrators, and students in the context of Minh Luong secondary school were
emphasized. The limitations of the study, and some recommendations for further
research concerning this field were showed

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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
An overview of the literature is given in this chapter. In particular, the English
speaking skill of EFL students, its characteristics, the relationship between speaking
skill and others skills are reviewed. The extent of students’ reluctance in learning
the English speaking skill is discussed. Students’ reluctance in learning English
speaking skills and the factors influencing students to learn English speaking are
indicated. The previous studies on the factors affecting EFL students and the
conceptual framework are presented.
2.2 The English speaking skill of EFL students
The notion of speaking skill has been defined by many researchers. According to
Nunan (2003), speaking is the productive skill and it conveys the meaning through
producing systematic and verbal utterances. It means that speaking is how to make
meaningful sounds to communicate one another. In this line, Lindsay and Knight
(2006) have asserted that speaking has a complex process that comprises of
constructing a message and using the correct pronunciation, stress and intonation.
Speaking also covers the interaction with other people. The form and meaning are
dependent on the context in which the interaction occurs, including the participants,
their collective experiences and the purpose for speaking. However, understanding
the utterance is difficult if the speakers and listeners are not similar to the situation.
In the other hand, Richards (2008) indicates that many students who learn English
as a second language or foreign language have a priority when they master the

speaking skill. Indeed, speaking skill is important for EFL students.
Speaking is one of the productive skills of studying the language, and learners find
it reluctant to get started with the speaking process. It is a crucial way to improve
people’s communicative competence when learners learn the language. As
mentioned by Bachman and Palmer (1990), speaking competence of EFL is

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expressed by linguistics competence, knowledge of encountering linguistic
communication difficulties, as well as linguistically emotional reactions. Sharing
the same concern, Nunan (1999) also emphasizes that learners’ speaking
competence is the ability to have adequate vocabulary and syntax mastery. Because
of this complicated skill, learners are required to make a huge effort to be able to
produce the speaking with good quality. Mak (2011) shows that speaking is the
process of constructing meaning that includes producing, receiving and processing
information. Orwig (1999) identifies that there are three kinds of speaking
situations:
a. Interactive speaking situations includes face-to-face conversations and telephone
calls and due to these situations, we have a chance to ask for clarification,
repetition, or slower speech from the partner.
b. Some speaking situations are partially interactive. For instance, when speakers
give a speech to a live audience, it is to say that in this convention, the audience
does not interrupt the speech. However, the speaker can see the audience and guess
from the expressions on their faces and body language whether audiences are being
understood or not.
c. Some others few speaking situations may be non-interactive, such as when
recording a communication for a radio broadcast.
2.3 Characteristics of speaking skill
The competence of English speaking skill has a variety of characteristics. Canale

and Swain (1980) have stated that there are three parts of competence. That is
grammatical, sociolinguistic and strategic. Thornbury (2005) has added that
speaking skill requires learners to have not only the knowledge of linguistics but
also the one of sociolinguistics. He has also said that spoken language has its own
conventions and grammar which are different from the written language. The form
and meaning of speaking are based on the context, the role of the speaker and the
speaking aim (Luona, 2004). He has also added that speaking is considered as in
terms of fluency, complexity, accuracy. According to Harmer (2001), accuracy

9


includes the correction in using vocabulary, grammar and pronunciation. While
fluency and complexity mainly focus on learners’ effective communication,
accuracy may prevent them from speaking well in a wide range of learning contexts
where the target language is used (Do Ngoc Nhi & Nguyen Huu Huan, 2017). As
for language speaking competence, the core of speaking skill, the knowledge of the
language and the communication strategies are highly addressed (Goh, 2017; Goh
& Burns, 2012). Regarding the core of the speaking skills, according to Riggenbach
(1998), pronunciation, lexicon, grammar, accuracy and fluency are responsible for
the principle components of speaking. Pronunciation, vocabulary and grammar
contributing are emphasized to appropriate language use. Luoma (2004) has
asserted that pronunciation is the most important sub-skill of speaking and he also
added that the term pronunciation is considered as the sound of speech which can
refer to many characteristics of the speech stream including individual sounds,
pitch, volume, speed, pausing, stress and intonation. Besides, the aspect of
communicative strategies also indicated. It focuses on providing learners the chance
to produce language and interact with other peers. Additionally, accuracy and
fluency are involved in the interaction of the language use and the conversation
generation. Richards (2006) has defined that accuracy is the creation of correct

examples of the language use. In the same vein, accuracy deals with the correct use
of the grammatical structures in the oral production without mistakes which can
hamper understanding. Richards (2006) has mentioned that fluency is the natural
language use that allows a speaker to apprehend a conversation from breaking down
even if he/she does not own the communicative competence. Harmer (2001, p. 269)
has indicated that ―fluency requires not only a knowledge of language features but
also the ability to process information and language on the spot‖. Luoma (2004) has
defined that knowing a foreign language mainly depends on the capacity of
speaking, this competence is considered as the essence of enabling to use that
language. In this sense, speaking skill meditates one’s degree of knowledge in a

10


specific language or one is unable to be considered to know a certain language if
they cannot speak it and use it.
2.4 The relationship between speaking skill and others skills In English
language learning
In daily life, speaking skills are used frequently and seen in connection to other
skills such as writing, reading and, listening(Rost, 2001).
Although speaking and writing skills are the two productive skills, they are totally
different in certain aspects. When distinguishing between speaking and writing
skills, Brown and Yule (1983) showed that in the past, the language teaching has
been concerned with the teaching of the written language. The characteristics of the
written language are well-formed sentences which are integrated into highly
structured paragraphs. However, spoken language consists of short, fragmentary
utterances in a range of pronunciation. O’Grady et al (1996) has argued that writing
is taught through deliberate effort whereas spoken language is required without
specific formal instruction. In terms of the complexity of the language, it is often
thought that speaking is simpler than writing. However, speaking is not less

complex than writing. Haliday (1985) has showed that written language is complex
of the level of clauses, while the complex of spoken language is in the way clauses
are linked together. He has also suggested that speaking form in sense is more basic
than writing form. In the same line, Brown and Yule (1983) have commented that
the sort of differences between speaking and writing skill is that the density of
packing information.
Speaking skill and reading skill are two different skills since speaking is a
productive; however, reading is a receptive skill, but they are in fact interrelated
systems. Speaking also has some relations with reading in term of developing each
other. According to Lynch (1996), some aspects of speaking increase to help
developing in reading, and as persons who improve reading skills; they further
improve their development of the speaking skill. It means that reading supports

11