Psychological, pedagogical, and contextual determinants of oral english proficiency among Ecuadorian secondary efl students

Enhancement of English Oral Production in Eighth-Grade Students by Implementing Cooperative Strategies

Factors Influencing Spoken English Development among Malaysian ESL Learners: A Qualitative Study of Anxiety, Classroom Experiences, and Learner Expectations

Despite more than a decade of formal English language instruction, many Malaysian tertiary students continue to experience difficulties communicating confidently in English. This study explores the factors that hinder spoken English development among diploma students and examines their perceptions of English language learning as well as their expectations of English lecturers. Guided by Krashen’s Affective Filter Hypothesis, Vygotsky’s Sociocultural Theory, and Expectancy-Value Theory, the study employed a qualitative research design using open-ended questionnaires administered to ten diploma students from a private higher education institution in Kelantan, Malaysia. Thematic analysis revealed three interrelated themes: (1) affective barriers and linguistic insecurity, (2) pedagogical limitations and communicative deprivation, and (3) learner expectations of supportive and meaningful learning experiences. Findings indicate that students’ speaking difficulties stem not only from linguistic limitations but also from anxiety, fear of negative evaluation, low self-confidence, limited opportunities for authentic communication, and a perceived mismatch between classroom practices and communicative needs. Participants expressed a strong preference for interactive, learner-centred, and supportive learning environments that encourage risk-taking and meaningful language use. The study highlights the importance of emotionally responsive and communicative pedagogies in fostering spoken English proficiency and challenges deficit perspectives that portray learners as unmotivated. The findings contribute to the understanding of spoken English development in Malaysian tertiary education and provide practical implications for lecturers, institutions, and policymakers seeking to enhance graduate communicative competence.

The role of extrinsic motivation in the development of speaking skills in high school students

Oral English skills represent one of the greatest challenges for English language learners in Ecuadorian classrooms, where students experience limited opportunities for oral interaction and low confidence when participating in communicative activities. Motivation is a relevant pedagogical factor associated with students' willingness to engage in oral production. This study analyzes the role of extrinsic motivation in the development of oral skills among ninth-grade students at a private educational institution in El Carmen during the 2025-2026 academic year. The research employs a mixed-methods approach with a convergent parallel design, utilizing surveys, classroom observations, and semi-structured interviews. Quantitative data are examined using descriptive statistics, while qualitative evidence is organized through thematic categorization. The findings reveal that external and identified regulation constitute the predominant forms of extrinsic motivation associated with oral participation. English educators implement strategies such as verbal recognition, symbolic rewards, and extra credit to encourage student participation in oral activities. While external incentives increase learners' initial willingness to interact orally, their influence on the sustained development of communicative competence remains inconsistent. It is concluded that extrinsic motivation functions as a situational trigger for oral participation, rather than as a stable mechanism for the long-term development of oral competence. These findings highlight the importance of integrating external incentives with pedagogical practices aimed at progressively fostering more autonomous and meaningful participation in oral communication in English.

Exploring English Speaking Anxiety in EFL Context: A Lesson from First Year University Students

English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.

English-medium instruction and intercultural competence in Brazil: insights from a public university

This study examines how lecturers in a Brazilian public university perceive English-medium instruction (EMI) and the development of intercultural competence (IC) within their teaching. It aims to understand the importance they assign to IC, the challenges they encounter and the types of institutional support they consider necessary for integrating IC into EMI. This study draws on data from an online questionnaire completed by 31 lecturers across multiple disciplinary fields. Closed-ended items generated descriptive statistics on language use and proficiency, while open-ended responses underwent qualitative content analysis, combining deductive and inductive coding procedures. The instrument was part of a larger project that collected comparable data in Brazil and Portugal. EMI use was selective and concentrated in course materials, readings and slides rather than full English-medium course delivery. Lecturers identified insufficient English proficiency, lack of training, limited institutional policies and restricted opportunities for intercultural exposure as major barriers. They viewed IC as a multidimensional competence encompassing educational, social and professional dimensions. Participants emphasized the need for continuous pedagogical training, sustained language support and institutional recognition of EMI- and IC-related work. Findings highlight the urgency of coordinated institutional policies, integrated EMI–IC professional development, expanded language support and opportunities for intercultural engagement to sustain EMI initiatives in Brazilian higher education. This study provides one of the few empirical examinations of how Brazilian lecturers conceptualize IC within EMI practice. It offers context-specific insights into how structural inequalities and limited institutional frameworks shape EMI adoption in public, tuition-free systems.

Affective strategies in fostering motivation and English language acquisition for students in at-risk contexts

The acquisition of English as a foreign language is influenced by cognitive, emotional, and contextual factors that shape learners’ participation and academic achievement. Among these factors, affective strategies have emerged as essential tools for reducing anxiety, strengthening motivation, and facilitating language learning, particularly in socially vulnerable environments. This study aimed to analyze the influence of affective strategies on students’ motivation and English language acquisition in an at-risk educational context in Guayaquil, Ecuador. A concurrent mixed-methods design was adopted, integrating qualitative and quantitative approaches. The study involved a sample of 46 students selected from a population of 327 learners enrolled in a public educational institution located in a high-risk area. Data were collected through classroom observations, student surveys, and a semi-structured interview with an English teacher. Quantitative data were analyzed using descriptive statistical procedures, while qualitative information was examined through thematic coding. Preliminary findings revealed that the implementation of affective strategies, including positive reinforcement, empathy, motivational support, and gamified activities, contributed to increased student participation, greater classroom engagement, and a reduction in emotional barriers associated with English learning. Survey results indicated that most students perceived English classes as more enjoyable and reported feeling encouraged to continue participating despite making mistakes. Likewise, observations showed improvements in classroom climate, motivation, and interaction. The findings support Krashen’s Affective Filter Hypothesis by suggesting that emotionally supportive learning environments facilitate language acquisition. The study concludes that affective strategies play a significant role in fostering motivation and promoting English language acquisition among students living in contexts of social vulnerability.