Impact Factors for Difficulties in Oral English Learning

Yingzhe Fan

Schools of Foreign Language Studies, Zhejiang Sci-Tech University, Hangzhou, Zhejiang, China

Keywords: Oral English, Oral Proficiency, Oral Difficulties, Impact Factor.

Abstract: Oral English proficiency is a component of English learning. However, many learners face many challenges

in oral learning. This paper systematically reviews relevant theories and empirical research to explore the

manifestations and causes of difficulties in oral English learning. The research finds that oral difficulties are

primarily reflected in insufficient language complexity, accuracy, and fluency. These difficulties not only

hinder the accurate transmission of information but also reduce learners' confidence. The factors contributing

to oral learning difficulties can be divided into subjective and objective aspects. To address these issues, this

paper proposes several suggestions for improving, such as task repetition and creating a stress-free learning

environment. The research provides valuable references for educators and learners, aiming to help learners

overcome obstacles in oral learning and improve their oral English proficiency.

1 INTRODUCTION

The English Curriculum Standards for Compulsory

Education (2022 Edition) and the College English

Teaching Guidelines (2022 Edition) in China

emphasize the importance of English oral

proficiency, stating that learners should be able to

engage in meaningful communication in English.

This ability is essential for meeting the needs of daily

life, academic studies, and future work-related

information exchange. However, English teaching is

influenced by exam-oriented education, which tends

to focus more on listening, reading and writing,

resulting in relatively weak oral skills among

students. So far, many scholars have studied and

made researches on the causes of difficulties in oral

English learning. They primarily categorizied them

into subjective factors such as language ability,

psychological tension, anxiety, and lack of

confidence, as well as objective factors such as

language environment and teaching method.

However, there is still a lack of comprehensive

summary and organization of these factors.

Therefore, this paper reviews the development of

research on oral English learning difficulties,

organizes and summarizes relevant theories, and

proposes suggestions to help overcome the oral

learning difficulties of English learners.

2 REVIEW OF RELEVANT

THEORIES

2.1 Definition, Development, and

Classification of Oral Proficiency

Oral language is generally considered as a form of

expression, a type of spoken language that is not

based on written text. However, different scholars

have different definitions of oral proficiency. At first,

some scholars have raised communicative

competence. It requires grammaticality and

acceptability. Communicative competence can be

separated into four aspects, which already reflect the

characteristics of oral proficiency. Subsequently,

some scholars have defined oral proficiency as the

ability to engage in oral communication. Oral

proficiency and communicative competence are

interconnected. Some scholars divided oral

proficiency into language form, language content,

and communicative rules, indicating that language

ability is a crucial component of oral proficiency

(Wen, 2001). In summary, oral proficiency is an

external manifestation of language ability.

2.2 Measurement of Oral Proficiency

China and Europe both have their own scales for

measuring language proficiency: the China Standards

of English (CSE) and the Common European

Fan, Y.

Impact Factors for Difﬁculties in Oral English Learning.

DOI: 10.5220/0014003300004912

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 559-563

ISBN: 978-989-758-779-5

559

Framework of Reference for Languages (CEFR).

Both scales include measures for oral proficiency,

which test language activities, language knowledge,

and communicative strategies (Peng & Liu, 2024).

The CEFR divides oral proficiency into six levels

from A1 to C2, with each level evenly spaced

according to Logit Number. Level A describes basic

language use. Level B describes independent

language use. Furthermore, Level C describes

proficient language use. The CSE includes an oral

expression scale covering six aspects which

demonstrate logical use of spoken language in both

daily and academic contexts, such as narration and

argumentation. It is divided into nine levels, with

each level corresponding to different educational

stages in China. For example, CSE Level 4 roughly

corresponds to the high school level.

3 REVIEW OF EMPIRICAL

RESEARCH

3.1 Manifestations of Oral Difficulties

For most language learners, oral language remains the

most challenging part. Learners often encounter

difficulties in oral use, and many scholars have

conducted related research. Studies show that

learners' problems are primarily concentrated on

linguistic difficulties (Hosni, 2014). Complexity,

accuracy, and fluency can be used as three

dimensions to measure language ability, meaning that

insufficient complexity, accuracy, and fluency can be

seen as manifestations of oral difficulties (Peter,

2009).

One crucial part for oral proficiency is the correct

use of language forms. Language forms include

grammar, vocabulary and pronunciation. Compared

to native English speakers, English learners find it

harder to master these aspects (Bygate, 2005).

Common grammatical errors in oral English include

mistakes in verb tenses, noun singular and plural

forms, and fixed collocations (He & Gong, 2013).

Additionally, the frequent use of prepositions in

English often leads to prepositional errors in oral

communication (Zhang & Ji, 2024). These

grammatical errors significantly affect the accuracy

of information and create a negative impression on

listeners. Moreover, insufficient grammatical

knowledge may cause students to avoid using

complex structures, thereby affecting the complexity

of oral language. English learners aged 9-12 often

have limited vocabulary, relying on simple and

general words such as "good," "bad," "happy," and

"sad," which prevent them from accurately

expressing their thoughts with correct grammar. This

results in incoherent, inaccurate, and incomplete

sentences, especially in professional fields where

their knowledge is even more limited (Chen, 2016).

Vocabulary issues affect both the complexity and

accuracy of oral language. Furthermore, many studies

have found that English learners have noticeable

pronunciation problems. For example, they have

difficulty in distinguishing vowels and consonants,

sentence stress, linking, and intonation (Jin, 2005). In

addition, they confuse long and short vowels, such as

/i:/ and /i/, which affects the accuracy of oral

language. A survey of 948 university students in

Shanghai found that 65% were still at a beginner level

in controlling pronunciation and intonation, which

may impact on oral fluency (Jin & Liu, 2015).

In addition to language performance, other

manifestations include abnormal pauses, which affect

oral fluency (Kang, 2023). Research shows that

unfamiliarity with the language may lead to loads of

passive psychological factors like nervousness and

tension, causing learners to hesitate, pause

excessively, and over-correct when using oral

language (Kang, 2023). Nervousness and fear can

affect the proficiency of oral language use, leading to

insufficient fluency.

The above theories and research generally reflect

that accuracy and fluency are the most important

criteria for evaluating oral proficiency, yet most

English learners fail to meet these two requirements.

3.2 Factors Contributing to Difficulties

In Oral Learning

Scholars both in China and abroad have studied the

factors influencing difficulties in English oral

learning and found that subjective factors such as

learners' psychological factors, language ability,

native language, learning motivation, and learning

emotions all affected oral English learning. At the

same time, objective factors such as lack of language

environment, cultural differences, limited

opportunities for oral practice, foreign language class

settings, foreign language teaching policies, and

teachers' teaching levels also contribute to difficulties

in English oral learning.

3.3 Subjective Factors

There are many factors contributing to oral

difficulties, with language ability being the most

common. Insufficient vocabulary is a major factor

IESD 2025 - International Conference on Innovative Education and Social Development

560

causing difficulties between English learners (Liu &

Jackson, 2008). In addition to vocabulary issues,

grammar and pronunciation are also stumbling

blocks. Some studies suggest that 90% of English

learners make grammatical errors in oral

communication. While other studies show a lower

error rate of 69% (Li & Wang, 2022). However, it still

indicated that most learners encounter grammatical

issues in oral communication. Pronunciation

problems include sentence stress, linking, plosives,

unclear phrasing, and intonation (Jin, 2005). For

example, native Chinese speakers tend to pronounce

each syllable with equal duration and stress, whereas

English uses stress as a timing unit, emphasizing

sentence stress and creating a strong rhythmic

alternation between stressed and unstressed syllables.

This makes it difficult for students to grasp, which is

not only a pronunciation issue but also a problem

caused by their native language (Wang & Tan, 2023).

Some studies indicate that learners often struggle to

find appropriate vocabulary and construct sentences,

which lead to an undesired and an inability to speak

(Hosni, 2014).

Other scholars argue that the source of oral

difficulties for English learners lies more in

psychological factors than in language ability

(Amoah & Yeboah, 2021). Some studies consistently

show that the root cause of oral learning difficulties

lies in psychological factors including anxiety and

unconfident. These factors manifest as inhibition,

causing students to hesitate, worry about making

mistakes, fear criticism, and avoid attention (Mei &

Masoumeh, 2017). As a result, they choose to remain

silent to avoid mistakes, criticism, and ridicule. In

addition to learners' lack of confidence in their

English proficiency, comparisons with peers and the

potential for passive evaluations also negatively

impact oral English (Dil, 2009).

Early research suggested that learning motivation

affects oral learning. A lack of motivation may hinder

learners from speaking in class or participating in

discussions (Babu, 2010). However, recent studies

indicate that learning motivation has a minimal

impact on oral learning. Despite having strong

learning motivation, many learners still face oral

difficulties (Amoah & Yeboah, 2021).

3.4 Objective Factors

Some scholars have found that the environment is a

major factor, including limited oral environments,

learners' passivity, large class sizes, and mixed

learner abilities (Mahbub & Hadina, 2021). O'Malley

argues that "only by placing language learners in a

certain context can students acquire appropriate

language forms." The environment is crucial for

language learning and for effective oral output.

However, due to varying English proficiency levels

among learners in the class, teachers use native

language most of the time in English classes. Using

mother tongue may cause an adverse impact on

students' oral learning (Yao, 2002). Additionally, in

large classes, only one student can speak at a time,

resulting in limited speaking opportunities for each

student. Some students are very active throughout the

class, while others rarely or never speak (Mei &

Masoumeh, 2017). Moreover, most English classes

are teacher-centered, with teacher talking for about

70% or even 90% of class time, so many learners

report that it is not common to speak English outside

the classroom (Gan, 2013). With limited chances for

oral practice in school and daily routine, oral learning

becomes difficult, and oral proficiency is hard to

improve. Besides the classes, teachers also play a

vital role in oral learning. A lack of effective teaching

methods is a major factor contributing to students'

oral learning difficulties (Zhou, 2016). A survey of

331 teachers found that 208 reported insufficient oral

skills and teaching knowledge, making it difficult to

cultivate learners' oral skills (Chen & Goh, 2011).

Students believe that teachers should not neglect

cultural issues in teaching. Studies show that over half

of learners view cultural differences in thinking as the

biggest obstacle to English oral learning (Wei &

Zhang, 2013). Students often think in their native

language and then translate their thoughts into

English when speaking. Most students believe that

teaching Western culture is essential and should be

strengthened.

4 SUGGESTIONS

After reviewing relevant research, there are some

shortcomings: different studies have distinct results.

Many conclusions are not universal, so it is necessary

to consider adding research conditions and adjusting

research standards. Most studies focus on students,

particularly university students in China, with

relatively few studies on other groups such as

international students or social elites who need to use

English in their work. Many studies do not propose

improvement strategies based on their findings or

lack evidence to prove the effectiveness of their

suggestions.

To improve English oral proficiency and address

oral learning difficulties, certain strategies should be

adopted. Researchers have found that repetition can

Impact Factors for Difﬁculties in Oral English Learning

561

enhance oral fluency and accuracy. The more

opportunities for repetition, the improvement in

fluency and accuracy will be more distinct (Bygate,

2013). Repetition of the same task promotes both

fluency and accuracy. While in different tasks, it only

improves fluency. But none of them has a significant

effect on complexity (Gass, Mackey, Alvarez ‐

Torres, Fernández ‐ García, 1999). Although

repetition is an effective strategy, monotonous tasks

may reduce students’ passion and have little impact

on their oral learning. Some researchers believe that

through self-cognition and independent learning,

finding the most suitable learning method can help

overcome the impact of psychological problems,

learning motivation, teaching methods and other

difficulties (Rusli, Yunus, & Hashim, 2018).

Empirical research shows that a comprehensive

correction method involving self-reflection, peer

evaluation, and teacher correction can improve

students' oral learning ability, addressing issues such

as grammatical errors, vocabulary misuse, excessive

pauses, and filler words (Mu, 2010). Psychological

factors, being significant influences on oral learning,

should be given attention. Scholars both in China and

abroad agree that creating a stress-free learning

environment can greatly alleviate students' anxiety,

nervousness, and lack of confidence. Research on

group interactions has found that group oral

communication, especially among familiar

classmates, is closer to real-life conversations and can

significantly help students overcome their reluctance

to speak and can greatly improve oral proficiency and

confidence (Bygate, 2005). Additionally, online

communication platforms can provide low-skilled

students with a space to practice language skills (Abu

Bakar, Latiff, & Hamat, 2017). Students do not need

to worry about being seen by other students or

teachers, fearing making mistakes, or feeling shy,

while also increasing opportunities for oral practice.

5 CONCLUSION

In summary, this paper reviews the development of

research on English oral learning difficulties,

organizes and summarizes the manifestations of these

difficulties, and identifies the subjective and objective

factors contributing to them. It also proposes targeted

improvement suggestions. English oral learning

difficulties are primarily reflected in insufficient

complexity, accuracy, and fluency, influenced by

learners' language ability, psychological factors,

learning motivation, language environment, native

language, teaching policies, and teachers' teaching

levels. These factors are intertwined and collectively

affect learners' improvement in English oral

proficiency.

This paper deepens the understanding of English

oral learning difficulties through reviewing and

summarizing, providing valuable references for

educators and learners. By clarifying the difficulties

and their causes, educators can adjust teaching

strategies more effectively, and learners can

overcome their shortcomings more consciously to

improve their oral English proficiency.

Future research should continue to explore oral

English learning difficulties, develop more effective

teaching strategies and learning methods, and

contribute to the development of English oral

education. At the same time, educators should attach

more importance on individual differences among

learners, adopting tailored teaching approaches to

provide the most suitable learning environments and

resources for each learner.

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