Speaking difficulties, contributing factors, and coping strategies in academic speaking activities among English Education students at Universitas Negeri Padang
DOI:
https://doi.org/10.24036/jelt.v15i1.57Keywords:
Academic Speaking, Speaking Difficulties, EFL Learners, Coping Strategies, Higher EducationAbstract
Academic speaking is essential in higher education as it enables students to communicate ideas, present arguments, and participate effectively in academic interactions. However, many English Education students continue to experience difficulties in academic speaking despite having completed several speaking courses. This study investigated the types of academic speaking difficulties experienced by students, the factors contributing to these difficulties, and the strategies used to cope with them. Using a descriptive research design with quantitative and qualitative data, the study involved 72 English Education students at Universitas Negeri Padang. Data were collected through a 4-point Likert-scale questionnaire and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings showed that students generally experienced moderate levels of difficulty in academic speaking, with grammatical accuracy identified as the most challenging aspect (M = 3.11, SD = 0.77). These difficulties were influenced by linguistic, psychological, cognitive, and sociocultural factors, particularly limitations in vocabulary and difficulties in generating and organizing ideas. Students reported a high level of strategy use, with rehearsing before speaking emerging as the most frequently used strategy (M = 3.99, SD = 0.60). Nevertheless, students relied mainly on self-directed and informal strategies rather than structured learning approaches. The findings suggest the need for integrated and strategy-based instructional support to enhance students’ academic speaking competence in higher education.
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