Learning English has turned into the dire need of the students in various nations of the world particularly where the medium of guidelines in education setting is English. Even if we want a good reputation in instructive society and need to land great position we should have command on English. The understudies of university level can not understand and unfit to communicate in English as they ought to as indicated by their educational standard. Keeping in see the key significance of English dialect in Pakistan, understudies begin learning English at school level and keep learning till tertiary level. But, besides learning English for quite a long time, they face various troubles in term making communication in English dialect. There are numerous purposes behind their ineligibility. Best of the all are absence of instructive climate, their interest, socio economical background, gender difference, shyness, and lack of confidence etc.
Awan, Azher, Anwar, & Naz, (2010) in his research claimed that it has always been an issue for Pakistani understudies to learn English well in an environment where they are in contact with the dialect only in teacher centered-classroom which implies that the teachers dominate in classroom and understudies get few opportunities to practice language. On the other hand, the past research studies have additionally verified that such situation makes it troublesome for the understudies to take keen interest in the language learning process. Even when many students requested to perform in foreign language, they end up restless and find it difficult to speak fluently in light of the fact that FL anxiety makes students become discouraged and then they lose trust in their capability to learn the foreign language. Subsequently they abstain from taking an interest in classroom dialect exercises and it prompts to surrendering learning foreign language.
Juhana (2012) in his research find out that Fear of mistake becomes one of the primary components of understudies’ which hesitant them to speak in English in the classroom. The essential reason of fear of mistake is that understudies are afraid of looking stupid in front of other individuals and they are worried about how other will see them. In addition the understudies also feel afraid of committing errors as they are worried that their companions will giggle at them and get negative evaluation from their peers if they commit error in communicating in English. This reveal that the Understudies’ dread of committing errors in communicating in English has been a typical issue particularly in an EFL context like in Pakistan, most EFL understudies are hesitant to attempt and to speak in a foreign dialect which they learn.
Hamouda (2012) in his research asserted that the factor that contributes to the reluctance of understudies to take an interest in the class discourse was the lack of confidence in utilizing English as a vehicle for spoken correspondence. The greater part of understudies communicated their agreement with the statement: “I never feel quite sure of myself when I am communicating in English in my class.” Lacking certainty influences them to trust their language skills to be weaker than those of others in class. Whereas many understudies believed strongly that there was an incredible difference in English ability amongst them and their companions. In addition, the present investigation also demonstrated that understudies feel more restless in the FL classroom when they felt other understudies were better than themselves. On the other hand, Lack of vocabulary is also distinguished as a major source of understudy hesitance in oral English dialect classrooms. This outcome uncovers that student’s poor vocabulary is one reason why understudies are quiet listeners rather than active participants in the oral English classroom. In addition they also do not have correct words to express their thoughts.
Morrison and Thomas (2014) in his research found that students’ self-esteem has some affects the understudies ‘English talking aptitudes in the classroom. For instance, those understudies who have low self-esteem mostly say less in class and sit additionally back in the classroom when contrasted with understudies with high confidence. So the finding of this examination uncovered that they don not generally trust that their English language is good. They also feel a sense of unease communicating in English because they think that they are not performing well sufficient.
Tuan and Mai (2015) in his research point out that the reason that makes the understudies difficult in communicating in English is that the environment does not encourage the understudies to communicate in English often. In addition, those people may imagine that the students simply want to show off when they communicate in English for daily conversation. Whereas these negative reactions that the understudies get from environment make them loose their self-assurance to enhance their speaking skills. Since the understudies would prefer not to be rejected by the population around them, so they utilize their native language in every day discussion. That makes the understudies unable to in communicate in English smoothly outside the class.
Another researcher Alam (2013) in his research discovered that the English dialect educators (ELTs) are not proficient in communicating in English and this is the main obstacle in the way to teaching English in Pakistan. Indeed, even they have absence of familiarity with new techniques and methodologies of teaching speaking skills. Also, these educators “excessively utilize first language in the classroom discourse and pay little attention on students listening and Speaking skills”. Subsequently understudies cannot talk accurately and fluently in the classroom and turn out to be less participatory. The outcome uncovers that Students are constantly hesitant to talk in English in front of others due to low capability of Oral Communication Skill.
Musa, lie, and Azman (2012) in his research presented the three elements that affect the EFL students to have poor execution in English dialect learning. Firstly, students are viewed English as a difficult subject to learn. Secondly, Learners rely upon the English instructors as authorities. Thirdly, there is a lack of support to utilize English in the home environment and the community. Finally, Learners have insufficient or lacking of exposure to the language as there is a restricted chance to utilize English outside the classrooms. In addition, Students have a constraint of vocabulary capability and also English reading materials are not constantly available. Moreover, Learners have an unwillingness and absence of motivation to learn English as they do not see the immediate need to utilize the dialect.
Rabia (2010) in his research stated that “FL nervousness may adversely influence motivation, level of performance and state of mind to taking in a particular theme”. Since Pakistani understudies put unlimited endeavors to learn the English dialect particularly speaking skills. However, in spite of concentrate English for a considerable length of time, they neglect to procure familiarity with the target language because of numerous anxiety factors.
Chang (2010) in his research indicated that reasons cause understudies’ weakness for English dialect learning derived from students’ lack of interest, absence of proficiency of the school, and deficient of guardians’ advancements. On the other hand, Bilal, Rehman, Rashid, and Abbas (2013) in his research claimed that in Pakistan, even after studying English from eleven years, regardless they confronted absence of certainty. They learnt English to compose a basic valuation for the scholars of their syllabus to pass the examination and our examination framework has no oral aptitude test. The revision of English syllabus is vital in light of the fact that it educated just types of phonetics however neglects to create student creativity. The examination recommended that an arranged syllabus with prepared educators and speaking environment in school is extremely basic to defeat these issues.
Mueen (1992) stated that there are several components which influence understudies’ performance in communicating in English fluently; such as, lack of motivation, proper vocabulary, bashfulness, anxious, fearful to speak, and lack of certainty. Another researcher JIN Yan-hua (2007) in his research point out that understudies neglect to participate in the English exchange on account of their vocabulary issues and dread of committing errors bringing about their inability to communicate in English well. Likewise, she says that understudies discover communicating in English a stressful activity particularly if they need to perform something utilizing English.
Yi (2007) in his research claimed that Shyness is a passionate thing that many understudies suffer from at some time when they are required to speak in English class. Additionally it indentifies that the vast majority of English understudies feel modest when they speak the language because they think that they will commit errors when they talk. In this sense, they are fear of being laughed at by their companions because of their low capacity in communicating in English. This shows that shyness could be a source of issue in understudies’ learning activities in the classroom particularly in the class of talking.
Ahmed, Pathan, and Khan (2017) in his research analyzed that “In EFL nations, for example, Pakistan, English is utilized as a part of classrooms just and understudies donot get more open doors outside the classroom to rehearse English dialect. Because of few opportunities to practice the foreign dialect, understudies hesitate when communicate in English. Another study conducted by Koichi Sato (2003) finds that understudies of English are not profoundly equipped in speaking due to their dread of committing errors.
According to Riyaz and Mullick (2016) points out that Learners do not get any shot either in the classroom or outside to communicate in English. There is additionally lack of exposure to real English dialect conditions that enable them to utilize English for correspondence and articulation. Learning to speak also demands a lot of practice and attention. They frequently stammer when communicating in English. Accordingly second dialect students at higher optional level are poor in talking ability.
Sharma, (2004) describe that in various countries the issue of poor English talking limit is fundamental one. Moreover it is a major problem that understudies feel wavering in communicating in English dialect. In spite of the fact that instructors emphasize on communicating in English dialect, however in Pakistan, system of education at fundamental level is not attractive that is the reason understudies feel trouble in communicating in English at university level.
Hence all these examination papers talk about different troubles which understudies face while communicating in English dialect. Through the analysis of these papers it can be effortlessly seen that researchers have endeavored to discover the issues which hinder students to talk in English in light of the fact that these challenges influences on understudies academic performance so keeping in mind the end goal to beat these issues the analysts likewise gives some solution which could be useful for the students to improve their English talking abilities. All the researches mention above are conducted in different cities or countries and also confined to their area. Along with these lines, my exploration will center on the every single private university understudies of Karachi city in which my aim to identify the problems faced by the students while speaking English language at university level.