A Study of Factors That Influence Korean Adult Students’ Performance in Speaking
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초록
The purpose of this research is to investigate factors that Korean adult EFL leaners perceive to have an impact on their speaking performance in encounters with interactive speaking activities. Grounded on interview-based qualitative data, the present research found five factors in association with individual EFL learners’ oral proficiency during their social interactions of English speaking: (i) the degree of EFL learners’ desire or willingness to speak; (ii) the avoidance of face-threatening communicative actions; (iii) the extent of anxiety reactions to speaking; (iv) necessity for overall linguistic proficiency; and (vi) prioritizing listening over speaking. Among those factors extracted, three were related to those factors that exerted influence on EFL learners’ speaking at an affective level while two factors were perceived to affect their speaking at a cognitive level. Given that EFL speaking involves demanding processes both affectively and cognitively, each of these factors was perceived to play a predominant role in EFL students’ achievement of oral proficiency, which most likely impacts individual learners’ on-going speaking performance.
Abstract
The purpose of this research is to investigate factors that Korean adult EFL leaners perceive to have an impact on their speaking performance in encounters with interactive speaking activities. Grounded on interview-based qualitative data, the present research found five factors in association with individual EFL learners’ oral proficiency during their social interactions of English speaking: (i) the degree of EFL learners’ desire or willingness to speak; (ii) the avoidance of face-threatening communicative actions; (iii) the extent of anxiety reactions to speaking; (iv) necessity for overall linguistic proficiency; and (vi) prioritizing listening over speaking. Among those factors extracted, three were related to those factors that exerted influence on EFL learners’ speaking at an affective level while two factors were perceived to affect their speaking at a cognitive level. Given that EFL speaking involves demanding processes both affectively and cognitively, each of these factors was perceived to play a predominant role in EFL students’ achievement of oral proficiency, which most likely impacts individual learners’ on-going speaking performance.
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