Difficulties faced by Vietnamese learners of English at EQuest Academy (Hanoi) in learning IELTS Speaking skill = Những khó khăn người Việt học Tiếng Anh tại cô

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FALCUTY OF POST-GRADUATE STUDIES


PHẠM THÙY DUNG


DIFFICULTIES FACED BY VIETNAMESE LEARNERS OF
ENGLISH AT EQUEST ACADEMY (HANOI) IN LEARNING
IELTS SPEAKING SKILL

NHỮNG KHÓ KHĂN NGƯỜI VIỆT HỌC TIẾNG ANH TẠI
CÔNG TY CỔ PHẦN HỌC THUẬT EQUEST HÀ NỘI
GẶP PHẢI KHI HỌC KỸ NĂNG NÓI CỦA IELTS

M. A Combined Program Thesis


Field: English Teaching Methodology
Code: 60.14.10


HANOI – 2012

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FALCUTY OF POST-GRADUATE STUDIES

PHẠM THÙY DUNG


DIFFICULTIES FACED BY VIETNAMESE LEARNERS OF
ENGLISH AT EQUEST ACADEMY (HANOI) IN LEARNING
IELTS SPEAKING SKILL

NHỮNG KHÓ KHĂN NGƯỜI VIỆT HỌC TIẾNG ANH TẠI
CÔNG TY CỔ PHẦN HỌC THUẬT EQUEST HÀ NỘI
GẶP PHẢI KHI HỌC KỸ NĂNG NÓI CỦA IELTS

M. A Combined Program Thesis


Field: English Teaching Methodology
Code: 60.14.10
Supervisor: Dr. Tô Thị Thu Hương

HANOI - 2012


iv


TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF SYMBOLS, ABBREVIATIONS AND TABLES vi

INTRODUCTION 1
CHAPTER 1: LITERATURE REVIEW 4
1. 1. The IELTS Test Battery and the Speaking Sub-test 4
1. 2. Previous studies on the IELTS Speaking Sub-test 9
1. 3. Factors influencing Speaking Test performance of EFL/ ESL learners 12
CHAPTER 2: METHODOLOGY 24
2. 0. Research approach/questions 24
2. 1. Research Participants 24
2. 2. Data Collection Instruments and Procedure 26
2. 2. 1. Data collection instruments 26
2. 2. 2. Data collection procedure 28
2. 3. Data Analysis 30
CHAPTER 3: FINDINGS AND DISCUSSION 33
3. 1. Types of difficulties that lower and upper-intermediate students
encounter in IELTS Speaking preparation courses at Equest 33


v
3. 1. 1. Difficulties encountered by lower intermediate students (IELTS A
students) 33
3. 1. 2. Difficulties encountered by upper- intermediate students (IELTS B
students) 40
3. 2. The extent to which IELTS A & B students shared similar types of
difficulties 43
3. 3. Reasons of Difficulties 46
3. 4. Solutions by students in class 51
 53
 54
CHAPTER 4: RECOMMENDATIONS 57
4. 1. For Equest 57

4. 2. For teachers of IELTS Speaking class at Equest 59
4. 3. For students of IELTS Speaking class at Equest 61
CONCLUSION 63
REFERENCES 67
APPENDICES I
Appendix 1 - Profiles of research participants I
Appendix 2 - Consent on participating in the research III
Appendix 3 - Narrative Frame IV
Appendix 4 - Guided questions for interviews VI




vi
LIST OF SYMBOLS, ABBREVIATIONS AND TABLES
1. Symbols
=: The same
: Having difficulties
1: Narrative Frame
2: Interview
2. Abbreviations
FL: foreign language
SL: second language
EFL: English as foreign language
ESL: English as second language
L1: first language
L2: second language
3. Tables
Table 1: Format of the IELTS Speaking Sub-test
Table 2: Difficulties encountered by lower intermediate students (IELTS A

students) in IELTS Speaking preparation classes at EQuest
Table 3: Difficulties encountered by upper- intermediate students (IELTS B
students) in IELTS Speaking preparation classes at EQuest
Table 4: The extent to which IELTS A & B students shared similar types of
difficulties
Table 5: Reasons of difficulties encountered by lower and upper-intermediate
students in IELTS Speaking classes at EQuest
Table 6: Solutions by students in class
Table 7s in class
Table 8      e teacher in 6 speaking
classes
1

INTRODUCTION

The International English Language Testing Systems (IELTS), since its born
-take-
want to study or work where English is the primary language of communication. As
the demand of studying and working in developed countries  those English
speaking nations has been continuously increasing as a global trend, it therefore
comes as no surprise that a large number of non-native English speakers, among
whom students occupy a considerable part, sit for the exam every year. The
candidates, in fact, invest a lot of time and money for the preparation. However, not
everyone taking the preparation courses can gain satisfactory proficiency in IELTS
due to the obstacles they face in learning for the exam. Vietnamese learners are
obviously the case.
The following tables show the extent to which Speaking band score of
Vietnamese candidates is lower than the other three skills.

Listening

Reading
Writing
Speaking
OVERALL
VNM
2010
5.90
6.10
5.60
5.70
5.90
VNM
2011
5.83
6.04
5.56
5.68
5.84


Listening
Reading
Writing
Speaking
OVERALL
VNM 2011
5.90
6.10
5.60
5.70

5.90
Thailand
5.90
5.90
5.30
5.80
5.80
Taiwan
5.80
5.90
5.40
5.80
5.80
China
5.70
5.90
5.20
5.30
5.60
Korea
6.10
6.10
5.30
5.70
5.90

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2

Looking at the statistics above, speaking is probably the area where there has

been the least improvement over the year. Though speaking band score is not the
lowest, it still implies that Vietnamese learners may meet more difficulties in
learning IELTS Speaking compared to learning Reading and Listening. Comparing
results against other countries in the region such as Thailand, China, Taiwan and

lower than those from Taiwan and Thailand. This is to explain that it is of great
necessity to find out what difficulties Vietnamese learners face when learning
IELTS Speaking skill, which more or less resulted in their unsatisfactory band
score.
Among the four macro language skills of English assessed by IELTS,
speaking is without doubt the most problematic to the researcher who has spent four
years as an undergraduate learning for IELTS and is currently teaching IELTS at an
English center in Hanoi. This problem of the reseacher is also shared by the vast
majority of her learners. It is not uncommon that when asked what the most difficult
language skill in IELTS is, almost all of her students claim that it is the speaking
skill that causes them the most trouble. Furthermore, quite a few students advance
s, thus, necessary to
find out what difficulties faced by learners for the sake of both teachers and
students.
Last but not least, few studies have ever been done in this field and in
Vietnam in particular despite the seriousness of the issue. This is to argue that the
conduct of this research is apparently of certain help.
In this study, the researcher made attempts to seek answers to the 3 following
questions:
1. What types of difficulties do (lower and upper
intermediate) students encounter in IELTS Speaking preparation courses at
EQuest?
3

2. To what extent do these lower and upper-intermediate students share similar

types of difficulties?
3. What should be done to help students overcome the difficulties for even better
teaching and learning of IELTS Speaking skill at EQuest?
This research paper first begins with an introduction to the background,
rational, aim, scope as well as the significance of the research. It then goes on to
review theoretical backgrounds including the brief overview of the IELTS Test
Battery and the Speaking Sub-test in particular, previous studies in the field and a
number of factors influencing the speaking performance of EFL/ ESL learners.
Next, the paper presents the findings gathered by means of narrative frame and
interviews, together with the discussions made to interpret the findings. The
research paper concludes by some feasible solutions to the difficulties experienced
by research participants, limitations of the study and suggestions for further studies.










4

CHAPTER 1: LITERATURE REVIEW

This chapter reviews relevant essential theoretical foundation for the current
study. The chapter starts with a brief introduction to the IELTS Test Battery and the
speaking sub-test in particular in which the format, requirements and marking
criteria are made clear, continues with previous papers relevant to the topic of the

present research together with comments and opinions made by the researcher on
the findings of those studies and ends with factors influencing the learning of
speaking skill and speaking performance of EFL/ ESL learners.
1. 1. The IELTS Test Battery and the Speaking Sub-test
The International English Language Testing System (IELTS) is an
ess
the language ability of candidates who need to study or work where English is the

by University of Cambridge ESOL Examinations, the British Council and IDP
Education Pty Ltd, and was established in 1989. There are two versions of the
IELTS: the Academic Version and the General Training Version:
 The Academic Version is intended for those who want to enroll in
universities and other institutions of higher education and for professionals
such as medical doctors and nurses who want to study or practice in an
English-speaking country.
 The General Training Version is intended for those planning to undertake
non-academic training or to gain work experience, or for immigration
purposes.
IELTS is accepted by most Australian, British, Canadian, Irish, New Zealand
and South African academic institutions, over 3,000 academic institutions in the
United States, and various professional organizations. It is also a requirement for
5

immigration to Australia, New Zealand and Canada. This is one of the tests that can
be used to satisfy English Language requirements for a long-term visa to the United
Kingdom. No minimum score is required to pass the test. An IELTS result or Test
Report Form is issued to all candidates with a score from 1 (no knowledge) to 9
(expert user) and each institution, employer or government agency sets a different
threshold. Institutions are advised not to consider valid a report older than two
years, unless the user proves that he has worked to maintain his level.

All candidates must complete four Modules - Listening, Reading, Writing and
Speaking - to obtain an individual band score for each sub-test and an overall one,
the average of the four individual bands, which is shown on the IELTS Test Report
Form. All candidates take the same Listening and Speaking Modules, while the
Reading and Writing Modules differ depending on whether the candidate is taking
the Academic or General Training Versions of the Test
(
The Speaking Sub-test is one of the four skills-focused components which
made up the IELTS Test Battery. The Speaking Paper consiting of a one-to-one,
face-to-face oral interview with a single examiner and candidate between 11 and 14
minutes aims to assess whether candidates can communicate effectively in English
especially on programmes in English-spea
            
(www.ielts.org.handbook.htm).
Table 1: Format of the IELTS Speaking Sub-test
PART
Nature of Interaction
Timing
1
Introduction and Interview
After introductions and identity check, the examiner asks the
candidate questions about familiar topics.
4  5 minutes
2
Long turn
The candidate receives a task card with a topic. S/He then has 1
minute to prepare and make notes before speaking about the topic
for 1 to 2 minutes.
3  4 minutes
3

Discussion
The examiner discusses with the candidate more abstract aspects of
the topic in part 2.
4  5 minutes
(British Council IELTS Study Guide, p. 23)
6

All IELTS Speaking Tests are audio-recorded for monitoring and
maintaining the objectiveness of the test. There are three parts in the test (see Table
1 above), of which each is designed to capture different language functions in terms
of interaction pattern, task input and candidate output made by the test-takers.
Research has shown that the speech functions which occur regularly in a

expressing a preference; providing non-personal information; comparing;
expressing opinions; summarising; explaining; conversation repair; suggesting;

(Taylor, 2001, cited in Seedhouse & Egbert, 2006, p. 5).
 d based on the
four analytical criteria contributing to an overall band score for speaking on a nine-
point scale. How the detailed speaking band scores are associated with these criteria
can be found in the public version of IELTS Speaking band descriptors. Since this
study is concerned with difficulties encountered by IELTS learners in speaking
preparation courses, it is therefore vital to discuss those marking criteria in detail so
that the researcher is able to relate the difficulties found to the potential band to
anticipate how serious the problems might be. The 4 criteria on which IELTS
speaking skill is assessed and marked are as follows.
 Fluency and Coherence: As stated clearly in The Official IELTS Practice
Materials by British Council, Cambridge ESOL and IDP: IELTS Australia, this
             


(p. 79). To be specific, Clark (2007) briefly proposed detailed minor points within
the criterion of fluency and coherence as follows:
- Ability to produce long responses
- The amount of hesistation
7

- The speed of speech
- Use of discourse markers / linking phrases / connectives
- The amount of self-correction
(p. 18)
He also discussed the false belief held among quite a few candidates that
Fluency score is purely based on the speed and flow of speech, which is obviously a
part among many other points within the criteria of Fluency and Coherence.
Besides, Clark in his book named IELTS Speaking (2007) reported that many

             

the speed of speech, the use of connectors and discourse markers, willingness to

 Lexical Resource
The criterion of Lexic          
          
IELTS Practice Materials, p. 79). To be more detailed, candidates will be assessed
whether they have
- Ability to use less common words
- Use of idiomatic language
- Paraphrasing (explaining words that you don‟t know)
- Ability to talk about unfamiliar topics
- Ability to convey precise meaning
(Clark, 2007, p. 17)

Clark also indicated some common problems by Chinese candidates

8


common and idiomatic expressions, choice of words and ability to convey precise
mean
 Grammar range and Accuracy
            
         
Regarding the criterion of Grammar range and Accuracy, Clark (2007) also
proposed the same basis with somehow more specific points as follows:
- Sentence formation
- Use of clauses (subordinate etc.)
- Use of complex structures
- Range of tense use
- Error density (the amount of errors in each sentence)
- The level of errors (whether the errors occur in basic or complex structures)
(p. 24)
          
people believe that a high score is awarded if the cand   
             
accuracy but also at the range of grammar structures.
 Pronunciation
        
consis         
Materials, p. 79). With respect to this, Clark (2007) argued that the most common
mystery within the criteria of Pronunciation was that candidates pay too much
attention to accent. Rather, the pronunciation score is affected by many other
following factors:

9

- How easily the examiner understands what is being said
- Word stress
- Sentence stress
- Intonation
- Evidence of first language accent
(Clark, 2007, p. 26)
This is to explain that i
at clarity and accuracy in connected speech as well as individual words and

1. 2. Previous studies on the IELTS Speaking Sub-test
The IELTS Speaking Sub-test was first reviewed during the late 1990s and the
formal revised test was introduced in July 2001. Since then a significant number of
research aiming to uncover various aspects of the speaking test module has been
proposed and conducted. In this section, such studies will be discussed for giving a
background as well as the need to carry out the current research.
There seemed to be three commonly-exploited research areas on the Speaking
skill of IELTS, of which exploring the Speaking Test itself  it nature and
dimensions has remained to be the aim of a siginificant number of studies since the
time the revised test came into exist. Noticeably, there were 4 studies published in
IELTS Research Reports Volume 6 (2006) on the effectiveness and validity of
planning time in Part 2 of the IELTS Speaking Test by Elder & Wigglesworth;
           
organization of the IELTS Speaking Test by Seedhouse & Egbert and the lexical
dimension of the IELTS Speaking Test by Read & Nation.
Elder & Wigglesworth (2006) had ninety candidates undertake three tasks of
the IELTS Speaking Test Part 2 with no planning time, one minute or two minutes
10

of planning time with a view to uncovering whether or not the unsimilarity in
planning time would create any differences in performance. They then found out
that there had not been any significant differences in performance revealed by the
analysis of scores and discourse analysis according to the amount of planning time
provided. The researchers, however, still suggested that one minute of pre-task
planing should continue to be included on Task 2 of the test for maintaning the
fairness and enhancing the validity of the test.
Also taking Part 2 of the test into account, W    
(2006), however, were interested in the task difficulty and how it can be
manipulated using a framework based on the work of Skehan (1998) while working
within the socio-cognitive perspective of test validation in particular. 74 language
students at a range of ability levels participated in their study and were asked to
perform 4 versions of 4 equivalent Part 2 tasks in which one task was left unaltered
and the other three were manipulated along three variables: planning time, response
time and scaffolded support. In the subsequent stage, the participants completed a
brief cognitive processing questionnaire after each performance. From the rate
given by two IELTS trained examiners working independently of each other using
the curren        
researchers concluded that the original unmanipulated task verion tended to result in
highest scores while significant differences could be found in the other three tasks,
indicating that task difficulty may impact differently candidates of different ability.
Taking a broader view beyond Part 2, Seedhouse & Egbert (2006) employed
Conversation Analysis methodology to analyze transcripts of 137 audio-recorded
tests with the primary aim of uncovering the overall interactional organization of
the test. The researchers then concluded that the interactions in the test conform to
the instruction and highly constrained.
Likewise, Read & Nation (2006) captured broader scenes into the nature of
lexis in the whole Speaking Test by analyzing a small corpus of texts created from
11

transcriptions of 88 IELTS Speaking Tests recorded under operational conditions at
21 test centres around the world. The results showed that there were great variance
across the bands in term of the amount and sophistication of vocabulary use
confirming the validity of the marking criterion of Lexical Resource.
Recently, there was also a research taking the nature and validity of the IELTS
Speaking Test itself into consideration by Ducasse & Brown (2011). By comparing
transcription of taped IELTS interviews at band 6 and above to the data obtained
from observing first year classes at an Australian university and interviewing
lecturers, they found that there were overlaps between cand  
that at univeristy context implying that the candidates are prepared for their future
study or training regarding interactive communication.
Another research area on the IELTS Speaking Test is uncovering the job of
examiners and bias if any. Brown (2006), for example, made attempts to examine
the rating process in the revised speaking test. Having experienced IELTS
examiners provide verbal reports after listening to and rating a set of of Speaking
Tests, and complete a detailed questionnaire about their reactions to the approach to
assessment, she found that the examiners adhered closely to the descriptors when
rating indicating that there seemed to be no bias in marking the Speaking paper on
the part of examiners.
 an & Yang (2006) conducted a research trying to reveal
any deviations made by the examiners from a set interlocutor, the nature of these
deviations and their effect on the language of candidates. After analyzing the
transcription of 60 test recordings, the researchers uncovered that there appeared to
be no deviations in the first two parts of the test while some bias could be found in
the last part in which the number of paraphrased questions used by the examiners
are fairly noticeable. This is to argue that examiners of the IELTS Speaking Test
almost objectively do their job using the exam guides and occasionally produce
some bias with relatively minimal effects on the performance of candidates.
12

A special attention, though not considerable, has been paid to the candidates
and preparion courses for the IELTS Speaking Test. Significantly, there were two
studies carried out by Mickan & Motteram (2008, 2009) providing insights into
IELTS preparation classes and the preparation practices of candidates. After
observing and recording the classroom practices in an eight-week program designed
for students who planned to take the IELTS Test, the rerearchers reported that the
preparation courses did offer students overall and profound information and
practices helful for the whole exam in general and the Speaking sub-test in
particular. The other study conducted by the same researchers investigated activities
candidates in Adelaide South Australia, particularly those whe were not enrolled in
English language programs, used to prepare for the Test. The results showed that
the candidates employed a variety of strategies to prepare for the Test such as using
practice materials and published tests.
It can be then argued that though a significant number of studies ever done
exploring different aspects having to do with the IELTS Exam and the IELTS

speaking preparation classes into thorough examination given the challenge of
Speaking as a productive skill. Needless to say, this is an under-researched area and
should receive adequate attention and efforts to work out. In Vietnam, there is only
a recent study by Nguyen (2010) on difficulties faced by teachers in teaching IELTS
Speaking at university level. This current research will, therefore, be likely to help
birdge the gap and bring the potential research area into greater attention.
1. 3. Factors influencing Speaking Test performance of EFL/ ESL
learners
Speaking, a productive skill, is commonly perceived to be more challenging to
master compared to other two receptive skills. There are a number of decisive
-speaking-test
type such as topical knowledge, language knowledge, personal characteristics,
13

strategic competence and affective schemata (Bachman & Palmer, 1996 cited in
            
good at learning other skills but when it comes to learning to speak another
la        
125, cited in Tanveer, 2007: 1).
         
inadequate command in vocabulary, grammar and pronunciation that badly
influence the speaking performance. Dornyei and Scott (1995) classified the sources
of problems in language skills into four main categories: resource deficits,
processing time pressure, own-performance problems, and other-performance
problems in which self-
In the
first place, the most tragedic problem faced by EFL/ ESL learners is probable to do

and performance. According to Burns (2003), it is important that speakers of
English can achieve:

English)
 of what is
said)

(cited in Gilakjani, 2012: 120)
The vital role of having intelligible pronunciation has been widely recognized
bulary and the grammatical rules of the
English language, speakers would be unintelligible if they have poor
       Even when learners produce minor
inaccuracies in vocabulary and grammar, they are more likely to communicate
14



in Gilakjani, 2012: 120). Ha in her research on common pronunciation problems of
Vietnamses learners of English (2005), for example, has identified a number of
pronunciation errors made by the participants which could be attributed to the
difference between the sound system of the mother tongue and the target language.

this sound occurs             


(p. 48). In this respect, Avery and Ehrlich point out that the sound system of

at least three ways.
First, when there is a sound in the target language which is absent
sound inventory, or vice versa, learners may
not be able to produce or even perceive the sound(s). Second, when
the rules of combining sounds into words (i.e., phonotactic
        
those of the target language, they cause problems for learners because
these rules are language specific as they vary from one language to
another. Thirdly, since the rhythm and melody of a language
determine its patterns of stress and intonation, learners may transfer
these patterns into the target language.
(cited in Gilakjani, 2011: 78)
Another distincitve feature of English pronunciation likely presenting
difficulties for learners is that it is stress-
sentence occurs at regular intervals and the length it takes to say something depends
            
( Many ESL
15

students who have attained advanced English proficiency levels are still having

difficulty in communicating, due to low intelligibility. Word and sentence stress are
components that contribute greatly to int
former relates to the prominence given to a certain syllable in a word and the latter
refers to that allocated to certain words within a sentence to convey emphasis, new
information or intention by the speaker. There is data presented that indicate
misplaced stress resulting in miscommunication (Bansal, 1969; Hubicka, 1980;
          
managing stress is helpful if not necessary for clear com  
103).
Stress and rhythm are suprasegmental aspects that give the overall shape
to the word or sequence. If easy intelligibility is to be achieved, it is
important to give words their correct accentual pattern and rhythm.
Thus, the pronunciation of a word with the inappropriate accentual and
rhythmic pattern makes the word unintelligible not only because the
misplaced main stress distorts the shape of the word, but also because
there is no unstressing of the other syllables with the consequent
phonetic reductions.
(Sabater, 1991: 145)
Considering between stress at word and sentence level, the latter is much

right form of the word can be reconstructed 
Sabater also gave an example that the sentence you should have come to the library
is less easy to understand when pronounced
than if it is
pronounced implying that failure to
follow sentence stress rules necessarily results in communication problems. Given
the importance of mastering word and sentence stress, it remains a difficult area to
16

work on for learners and teachers alike

( Research has
been done on rhythm indicating that acquisition of English stress patterns may be
the most challenging facet of English pronunciation for speakers of other languages
(Florez, 1998, cited in Fischler, 2005: 38).
A further feature of English pronunciation probably appearing problematic to

word is joined to the first sound of the next word to prod
(Gilakjani, 2012: 121). Avery and Ehrlich (1992:84) say that linking occurs
between the following combinations:
       
say the two words separately but we say /k@man/ as if they were one word. This is
known as "liaison.")
2) Consonants and consonants (e.g., When we pronounce "root beer," the stop
consonant at the end of the first word is usually kept unreleased, and there seems to
be a pause or a sudden stoppage of breath in between. This is known as "open
juncture.")
3) Identical consonants (e.g., When we pronounce "red deer," the two identical
and adjacent consonants are pronounced as one long consonant. This is another case
of "open juncture.")
(cited in Okita, 1999)
Okia then went on arguing that this feature of English pronunciation would
present difficulties for EFL/ ESL not having the same rules of linking sounds in
their first language sound system. This, once again, converges with what was
claimed by Avery and Ehrlich (cited in Gilakjani, 2011) on the interference of L1 in
L2 discussed earlier in this section.
17

The above mentioned difficulties regarding pronunciation, if arise, will
the
IELTS Speaking sub-test in which pronunciation is one of the 4 criteria for


Another serious aspect of language acquisition is to master lexical items in the
language adequate for communication. Regarding the importance of vocabulary
acquisition, Mc Cathy (1990) asserted that no matter how well the students learn
grammar, no matter how successfully the sounds of L2 are mastered, without words
to express a wide range of meanings, communication in an L2 just cannot happen in
         
           
    



only a limited amount 
cited in Tanveer, 2007: 50).

be the second most important aspect that ESL/ EFL learners find difficult when
learnin           
research found a number of difficulties associated with grammar such as tenses,
verb form and prepositions.
Another problem probably hindering EFL/ ESL learners having good speaking
performance is their failure to ensure the speaking fluency which is defined in a
        
            
speed and smooth          
2011. There is no doubt that speaking fluency is implicated in judgments of whether
18

an L2 speaker has communicative competence (Olynak, Anglejan, & Sankoff, 1990;
Pawley & Syder, 1983; Riggenbach, 1989) cited in Gorsuch, 2011. There are some
            


(Hu, 2007: 607) implying that there more these elements are found, the less degree
of fluency he or she achieves. There are a number of smaller problems associated
with the ability to achieve fluency when speaking L2 such as lack of topical
background knowledge, constraints stemming from psychological factors of the
learners, the ability to give spontaneous responses and the amount of using
communication strategies.
A factor contributing to the success in speaking tests is having something to
say, i.e, having ideas on topics asked. That is why lack of topical knowledge needs
mentioning as an element influencing speaking test-takers performance. Topical
knowledge (i.e., knowledge schemata, or real-world knowledge) - 
structure in long-        ed as

Of a significant number of factors affecting the performance of EFL/ ESL
learners and students of IELTS in preparing for and taking the speaking test, anxiety
and language and test anxiety in particular were very often persumed to be a serious
element. Anxiety, a phychological construct typically defined by psychologists as a
            
kinson, cited in Scovel, 1991: 18, cited in Tanveer (2007: 3))
can be divided into two main types namely Trait anxiety and State anxiety in which
the former refers to the situation in which a person feels anxious and nervous
regardless of the exposed situation and the latter describes nervousness at a
particular moment in response to some outside stimulies (Pappamihiel, 2002) .

19

performance abilities as the students will fail to perform their speaking capacity to
their best when being nervous and anxious. The implying reason is that
Speaking, either in the first language or second or foreign language in
different situations tend to be anxiety-provoking. While

communicating in other than second language, a speaker has to look for
suitable lexis, has to construct an appropriate syntactic structure and
needs to use a comprehensible accent, plus the demanding tasks of
thinking and organizing ideas and expressing them at the same time.
(Tanveer, 2007: 3)
Regarding this element in the IELTS Speaking Sub-test, Park also added that
From what I've seen, the speaking module in the IELTS (International
English Language Testing System) exam would have to be the one that
raises the most anxiety among candidates. A lack of preparation, a fear
of speaking in English for an extended period, and a lack of awareness
of how the scoring scheme works contribute to this anxiety. The impact
on a test taker's score for the speaking module can be significant.
(
When investigating anxiety in learning another language, it it worth then
having insights into the so-called terms of language and test anxiety mainly
originating from the students themselves. T      
        
2007: 13). It is a commonly held belief among test-takers that the ultimate is to win,
and this put them under a lot of pressure and nervousness before and while sitting
for exams. In context of foreign language learning, learners may feel anxious due to
problems related to communication apprehension (e.g: difficulty in understanding
       correction) and fear of
making mistakes. Bakkal (2010) in his research on the causes of speaking test
20

anxiety experienced by EFL students and the effect of test format on speaking test
anxiety found out the main reason for speaking test anxiety was studen
self-confidence because they have inadequate vocabulary or poor sentence
structures, always think that they have weaker language skills than their classmates
and tend to assess their abilities negatively most of the time. It is vital then to get

more understanding about those causal factors that cause test and language anxiety
and hinder test-takers conducting satisfactory performance in speaking exams.
The ability to give spontaneous responses affecting fluency score in speaking
tests can also be explained by time constraint in real life communication felt by L2
     
Scott (1995) indicates the constraints faced by L2 speakers under time pressure of
giving spontaneous responses. This is obviously the case in Part 1 & part 3 of the
-
conversation with an examiner for demonstrating his or her language proficiency.
This poses considerable challenges to EFL learners, who often have learned the
target language in the classroom without any or with only limited opportunity to

their knowledge of language is enough to communicate and exchange ideas, EFL
- quickly enough to manage the
        
(1995) believes that they require devices to give them the opportunity to save time
      -     
communicators need to plan ahead and to manage their problems, rather than just
avoiding them.
An additional problem with fluency for EFL/ ESL speaker might be due to
their failure to use communication strategies effectively when speaking. A common

they are faced with a problematic situation in L2 communication, or might even