1. Learning Challenges
Learning Challenges refers to the problems and difficulties the students face while studying English language, especially in learning and improving spoken English skills in this particular context. The challenges are considered obvious in learning English as it is a complex language with a massive lexicon and countless exceptions to its many rules. To discover strategies to assist learners master the language, mostly in generating the language either in written or spoken form, demands imagination and creativity mixed with a firm knowledge of English syntax (sentence rules) (ETDP SETA Scarce Skills Guide, 2010, p. 31). These obstacles would, nonetheless, be difficulties for the students to overcome as they improve their spoken English abilities; they are not immediately apparent as such. Sometimes, misconceptions of strategies for spoken English skills make learners poor at them; and ultimately, they regard them as severe challenges. It is definite that challenges are the obstacles; however, they are also a great way to start learning a language and to overcome the difficulties the learners face. Therefore, learning challenges in this study refers to individual differences (gender, age and levels of L2 proficiency) and English speaking difficulties (Linguistic obstacles, Speech processing difficulties, Academic and conversational English skills, Negative effect and Accessing to English opportunity).
2. Levels of L2 proficiency
L2 proficiency levels relate to the year variations among the pupils. It includes all the four years of undergraduate – first year, second year, third year and the final year.
3. Individual Differences
The differences that one can explore are: Age, Sex, Aptitude, Motivation, Learning Styles, Learning Strategies, Personality (Zafar & Meenakshi, 2012). Nevertheless, the study’s individual variations are limited to factors like as age, gender, and L2 proficiency level.
4. Motivation
Motivation is a key factor in language learning. It is the enthusiasm to do something without being told to do it (Gangal, 2012, p. 283). Richards and Schmidt (2002, pp. 343-4) observed that motivation is widely regarded as a fundamental factor influencing success and failure in second language acquisition. While there are several prerequisites for learning a second language (L2) effectively, motivation is widely acknowledged by academics and instructors to be one of the most important elements influencing learning accomplishment. In this study, motivation covers three main factors – motivation in classroom, integrative and instrumental.
5. Spoken English Skills
Speaking English fluently is essential for efficient communication. Speaking is the act of creating and sharing via the use of verbal and nonverbal symbols in a range of circumstances, according to Chaney and Burke (1998, p. 13). It is unlikely that oral communication will occur without speaking abilities. In the context of Cambodian people who learn English are most probably for the employment opportunity; therefore, if their spoken English skills are weak, then they certainly lose the chance.
6. TESOL Undergraduate Students
Undergraduate TESOL students attend universities and colleges that offer the TESOL program; they have been admitted to the institution after completing their high school education, but they have not yet received their diploma. The professional association is called the TESOL International Association, and the acronym for teaching English to speakers of other languages is TESOL (Shrum & Glisan, 2016, p. 3). Therefore, people enrolled in TESOL Undergraduate Programs are prepared to teach English professionally after graduation. Whether they are TESOL or TEFL certified, effective English instructors modify their lesson plans, student expectations, instructional resources, and classroom activities to suit the requirements of their students and the local context.
Summary
This article provides an overview of the importance of spoken English skills in this modern world, especially in Cambodia nowadays. It also indicates the lack of spoken English skills due to some common beliefs which lead to a problem statement from which the study’s objectives and questions are derived. The rationale and significance of study are relevant to the current situation in Cambodia. Finally, the definitions of terms are written based on the literature.
