An Exploration of the Major Factors that Prevent Students from Speaking English Fluently: the Case of Third Year Students of English Language at Tlemcen University

Abstract

The purpose of this study was to look at the primary reasons that prevent third-year students from speaking English fluently. It also seeks to identify the obstacles that impede English students' need for education in order to increase their oral fluency development. This investigation employs a descriptive analytical method based on a review of relevant literature and an analysis of data gathered from a triangulation methodology of data collection tools, which included a questionnaire distributed to 41 students, a questionnaire distributed to ten oral expression teachers, and a classroom observation. The participants in this study are third-year English students from Tlemcen's Abou Bekr Belkaid University. The findings suggest that anxiety, shyness, lack of self-confidence, lack of motivation, insufficient practice, fear of making errors, restricted vocabulary, and poor language education all contribute to students lack of fluency in speaking English. This study emphasizes the need of language teachers implementing effective instructional techniques that target the identified obstacles. The study's findings may be utilized by educators and policymakers to develop language curriculum that provide children with the exposure, practice, and encouragement they require to increase their overall English competence.