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P-ISSN: 2709-6254
Journal of Development and Social Sciences
Jul-Sep 2023, Vol.4, No.3
O-ISSN:2709-6262
http://dx.doi.org/10.47205/jdss.2023(4-III)34
[342-355]
RESEARCH PAPER
Complexities Faced by Non-native Learners in Accuracy and Fluency
in English Language speaking at BS Level
1Samea Saeed* 2Dr. Samina Sarwat 3Dr. Muhammad Imran
1. M. Phil Scholar, Institute of Humanities and Arts, Khwaja Fareed University of Engineering and
Information Technology, Rahim Yar Khan, Punjab, Pakistan
2. Assistant Professor, Institute of Humanities and Arts, Khwaja Fareed University of Engineering
and Information Technology Rahim Yar Khan, Punjab, Pakistan
3. Assistant Professor, Department of English, University of Education, Vehari campus, Vehari,
Punjab, Pakistan
*Corresponding Author
Ssamea3.30@gmail.com
ABSTRACT
The objective of this research is to identify the complexities faced by non-native learners
in achieving accuracy and fluency in English language speaking at the BS level. Students
studying English as a second or foreign language often encounter challenges in effectively
communicating in English. Limited exposure to the language and lack of opportunities for
expressive speaking hinder their ability to communicate proficiently. Additionally,
educational practices and policies, such as an emphasis on grammar and academic
discussions, often neglect the development of practical communication skills. This study
utilized a quantitative research approach to collect data from 150 BS English students at
Khwaja Fareed University of Engineering and Information Technology, Rahim Yar Khan.
Convenience sampling was employed, and a questionnaire was used as the research
instrument. Reliability and validity of the instrument were assessed through statistical
analysis. The research findings indicate a significant positive impact of non-native language
learners on English speaking skills. Additionally, accuracy and fluency were found to have
a strong and positive influence on English speaking skills. Based on the study's findings, it
is recommended to prioritize effective teaching strategies that focus on enhancing
students' oral communication skills, providing ample opportunities for interpersonal
communication and public speaking practice. Curriculum reforms should strike a balance
between fluency and accuracy in language teaching to promote effective communication in
English among non-native learners.
Keywords:
Academic Achievement, Hearing Impairment, Motivation, Interest, Parental
Involvement
Introduction
Students who are studying English as a second or foreign language have benefited
from the development of a large number of paradigms over the course of the past seven
decades. These paradigms were established to assist students. If a person wants to be
successful in the process of learning a new language, one of the most important qualities
they can possess is the capacity for clear and concise communication. Therefore, learning a
second language is a way that one can increase their ability to communicate with others (Lee
et al., 2017). Because of this, there is a greater requirement to practice helpful skills, such as
giving presentations in public settings. According to Gürbüz (2017), success can be defined
as the ability to carry on a conversation in the (target) language. When it comes to acquiring
a second language, this is the yardstick by which success is assessed. Students sometimes
have the mistaken belief that knowing the grammar and vocabulary of a language is required
to be considered proficient in that language. This is a widespread misperception among
students.
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July- September, 2023 Volume 4, Issue 3
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The student's limited exposure to the English language and the limited opportunities
for expressive speaking in that language are two important issues that significantly affect
the student's potential to communicate in English. The studies of Fleckenstein et al., suggest
that the most significant sources of input for pupils learning a foreign language are the
instructor, the materials, and other students. Students nearly invariably find themselves
shut off from the company of any other native English speakers when this occurs, with the
exception of their teachers, who are the only people who can communicate with them in
English. Students who are studying English as a second language don't get nearly enough
opportunities to practice their ability to communicate. In a school setting, it is not
uncommon for pupils to make embarrassing blunders in conversation; nonetheless, this
remark is especially pertinent to the experience of youngsters who are acquiring a second
language. Instruction in public schools in the United Arab Emirates mainly takes place in
English, and teachers are required to be able to communicate fluently in Arabic with their
students. It is absolutely necessary to enroll in a school where the teachers communicate
with their pupils in the students' original language in order to be successful in learning
English. This is because the United Arab Emirates (UAE) employs a sizable number of
employees whose mother tongue is not Arabic, and there are also people whose original
language is English who live in the UAE. Both of these factors contribute to the situation.
Students in the United Arab Emirates who are interested in enhancing their English language
abilities must contend with a significant lot of competition in the shape of a wide range of
obstacles. Students need to be able to communicate in a variety of contexts in a way that is
both clear and fluent in order for them to have any chance of having an impact on the result
of a conversation. In addition to this, they are tasked with addressing particulars, such as
paraphrasing, criticizing, or recasting the debate in more general terms... In addition to
displaying the appropriate facial expressions, students are also required to use appropriate
language and either rephrase or emphasize statements in order to show either contentment
or discontent with the service (Cheng et al., 2021). When developing a speech, it is important
to take into consideration a variety of characteristics, including sound patterns, rhythmic
structures, and intonations, amongst other aspects of a speech. Other components include
examining the qualities of the intended audience, such as the participants' common
knowledge or points of reference, the participants' position and power connections, and the
diversity in perspectives among audience members (Tajeddin et al., 2016).
Literature Review
Challenges of non-native in English speaking
The inability of Pakistani pupils to speak in an appropriate manner has reportedly
become a national concern, as stated by the government of Pakistan. Pakistan will soon have
a new generation that is able to communicate across cultural lines with the assistance of the
ESL community. As a result, the objective of the nation to advance to the level of a developed
nation is being met. The results of previous studies indicate that the ideas that teachers have
about how to teach oral communication skills in an English language classroom rarely end
up being implemented (Northbrook et al., 2019). It is unreasonable for a teacher to insist
that students break the quiet and use linguistic components that children have not yet
innately mastered. Students who are unable to communicate fluently in the target language
will struggle to do so in that language. There is a possibility that students' and their
professors' viewpoints on education may not always coincide 100% of the time (Fu et al.,
2018). Because of this, it is impossible for them to put their educational ideas into practice
in the classroom because those ideas are in direct competition with one another. According
to the findings of research, textbooks are still utilized in educational settings. Because of the
incompetence of the students, the teacher is being compelled to adopt a classroom strategy
that is focused more on the instructor (Nushi et al., 2018). Despite this, teachers are unable
to offer communicative language training in their classrooms since the criteria of the exam
prevent them from doing so. In the classroom, they have no choice but to provide their pupils
Journal of Development and Social Sciences (JDSS)
July- September, 2023 Volume 4, Issue 3
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with an education that is centered on the instructor and emphasizes the use of grammar
(Mohammed, 2018).
According to study conducted by Okuda (2019), many Pakistani businesses believe
that the incapacity of our graduates to successfully communicate in English is the reason
why so many of them are unable to find work after graduation. The ability to communicate
effectively in public has become increasingly important in recent years, and as a result,
educators and politicians frequently debate its significance. According to Kim (2016),
education policymakers and educators should examine the current curriculum, which places
an emphasis on workbook drills to ensure grammatical correctness. Students are missing
out on the chance to acquire the skills necessary to communicate effectively in the working
world. Students' ability to speak more fluently can be improved by providing them with
multiple opportunities to practice their interpersonal and presentation skills. The
educational system ought to provide students with frequent opportunities to present and
engage in role-playing, and it ought to place a greater premium on fluency than it does on
correctness. The students' capacity to converse more fluently and their ability to overcome
their fear of public speaking could both be improved with the assistance of these types of
activities. The most weight is placed on receiving instruction in reading and writing, as well
as a comprehensive understanding of grammatical rules and conventions. Because of this,
people have the impression that English is a subject that is discussed in academic circles,
rather than one that is utilized by native speakers in their day-to-day discourse. English
language acquisition mechanics and communication are kept separate due to the 'set' ways
in which the language is used, which makes it more difficult to learn the language (De, 2019).
It was shown that children frequently experience classroom fright, shyness, and anxiety as
a result of their physiological state. The majority of the students' reluctance to participate
stemmed from their fear of making mistakes while speaking English. Some of the students
in the class were terrified and embarrassed when it came time for them to give presentations
in front of their peers. Students' hesitation to speak up in class was mostly driven by factors
including anxiety, fear, and timidity on their parts. Students' anxiety about their ability to
communicate in English was stopping them from interacting with one another (Bk, 2016).
Fluency and accuracy in English speaking
In the field of language education, the concept of accuracy is commonly used as a
contrast to the more popular notion of fluency. In common usage, the term oral proficiency
refers to a person's ability to communicate effectively verbally in any language, regardless
of whether that language is the individual's native tongue or a foreign language. The ability
to speak for lengthy periods of time with little interruptions, as defined by Malatji et al., is
the defining characteristic of fluency (Waterworth, 2016). Fluency is defined differently by
Elvin (2016) and Eger et al. (2019). Elvin defines it as generating speech at a native-like
speed, whereas Eger et al. (2019) define it as effortlessness. The word native-like speed
should not be confused with wide fluency, which has been defined as a cover term for oral
competence (defined by Levis et al., 2018). When it comes to teaching a language, there are
numerous instances in which fluency and correctness are pitted against one another. An
examination of the past may result in a preference for one strategy or strategy over another.
On the other hand, neither of these two ideas can be considered mutually exclusive. In order
to achieve true fluency in a language, you need to be able to strike a careful balance between
the two aspects of the language. It is possible that the listeners will be put under unnecessary
stress if the speaker is fluent in their original tongue but not in their own language. In many
contexts where fluency is essential, a failure to communicate correctly could result in a
breakdown in that relationship. Incorrect speech, whether it be caused by grammatical
errors or phonological faults, can be detrimental to both the meaning and the flow of what
is being communicated.
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Hypotheses
H1: There is impact of Non-Native language learners on English Speaking Skills of students
H2: There is impact of Accuracy and Fluency on English Speaking Skills of students.
Material and Methods
The purpose of this research is to determine the challenges that non-native speakers
of English face when it comes to achieving accuracy and fluency in their spoken English at
the BS level. The findings of this study are based on the research strategies employed and
the quantitative data collected throughout the course of the inquiry. This dissertation makes
use of the quantitative research approach (Quick and Hall 2015).
Research philosophy
A philosophy of research is a systematic approach to the gathering of data, the
examination of that data, and the interpretation of its meaning that researchers employ as a
framework for carrying out their job. One way to think about this strategy is as an overall
research hypothesis. It is vital to differentiate between epistemology and doxology because
of the basic differences between the two approaches to knowledge. Epistemology refers to
the philosophical underpinnings upon which scientific investigation is built. Doxology refers
to the study of dogma. It is usual practice to classify research philosophy into the following
four main categories: pragmatism, positivism, realism, and interpretativity (interpretivism)
Tamminen and Poucher, 2020).
Throughout our investigation, we have utilized the positivist philosophy of science,
which asserts that only data acquired through direct observation can be considered reliable
(using the senses, including measurement). When conducting positivist research, the
responsibility falls on the researcher to maintain objectivity in every aspect of data
collection and analysis. By assuming the role of a disinterested observer, the researcher can
eliminate personal biases and prejudices from the data. Results obtained from such
Journal of Development and Social Sciences (JDSS)
July- September, 2023 Volume 4, Issue 3
346
investigations can generally be evaluated and compared in a structured manner. Positivists
support their claims with empirical evidence that can be tested and analyzed under
controlled conditions.
Research Design
To get a better understanding of the complexity Explanatory research was utilized
in this investigation to better understand the challenges non-native speakers of the English
language face when it comes to speaking accurately and fluently. The type of research that
aims to clarify a phenomenon and address gaps in our comprehension is referred to as
explanatory. Researchers typically utilize this approach when there is insufficient
information available on the subject matter (Castaon and Ribeiro, 2021).
Sampling Design
To identify the complexities Faced by Non-native Learners in Accuracy and Fluency
in English Language speaking at BS Level, Khwaja Fareed University of engineering and
information technology Rahim Yar Khan at BS English level students participated in this
research.
Target Population
The study's focus was on KFUEIT, and it collected data from those BS students in
order To identify the complexities Faced by Non-native Learners in Accuracy and Fluency in
English Language speaking at BS Level.
Sample Size
This study involves 150 students from KFUEIT, enabling a more comprehensive data
collection process. Students who are currently pursuing a BS in English were given the
opportunity to complete the questionnaire at their convenience and comfort level.
Sample Technique
To identify the complexities Faced by Non-native Learners in Accuracy and Fluency
in English Language speaking at BS Level, As an example of a non-probability sampling
strategy, convenience sampling was used in this investigation. A convenience sample
consists of respondents that meet both of these criteria: they are both conveniently available
and can be recruited for the sample in a short amount of time (Etikan, Musa and Alkassim,
2016).
Date Analysis
Validity and Reliability of Instrument:
The researchers in this study used the SPSS software to assess the reliability of the
research and determine how the dependent and independent factors affected the results.
They employed statistical analysis techniques like regression and correlation to gather
information. The questionnaire instrument used in the study had already been evaluated for
validity in previous research, and questions from that research were included in this study.
Pilot testing
Table 1
Case Processing Summary
N
%
Cases
Valid
30
100.0
Excludeda
0
.0
Journal of Development and Social Sciences (JDSS)
July- September, 2023 Volume 4, Issue 3
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Total
30
100.0
a. Listwise deletion based on all variables in the procedure.
The fact that there is not a single missing value that was discovered throughout the
method is shown in the aforementioned table, which shows that the data was gathered from
thirty participants who took part in the pilot testing
Table 2
Reliability Statistics
Cronbach's Alpha
N of Items
.879
20
The fact that the Cronbach's Alpha of N 20 items is 0.879, as shown in the table above,
indicates that the instrument has been validated and is suitable for use in future research. In
addition, there was not a single value shown in the data throughout the process
Results and Discussion
“In this chapter, the focus is on the analysis of the collected data. It begins by
presenting the research methods used, followed by a discussion of various techniques such
as normalcy test, overall reliability, regression analysis, and correlation. The chapter
concludes with an exploration of the possible implications of these findings. The previous
chapter provided a general overview of the concept.
Descriptive analyses
Table 3
Descriptive Statistics
N
Minim
um
Maxim
um
Mean
Std.
Deviati
on
Skewness
Kurtosis
Statis
tic
Statisti
c
Statisti
c
Statis
tic
Statisti
c
Statis
tic
Std.
Err
or
Statis
tic
Std.
Err
or
Age
150
1.00
2.00
1.540
0
.50007
-.162
.198
-2.001
.394
Gender
150
1.00
2.00
1.540
0
.50007
-.162
.198
-2.001
.394
Educati
on
150
1.00
1.00
1.000
0
.00000
.
.
.
.
Valid N
(listwis
e)
150
The subsequent table presents information on four distinct factors, including age,
gender, and education, which are noteworthy. The survey was completed by 150
participants, and no data was excluded. Gender and age have an average value of 1.5400.
The mean value for gender is the highest in the table, at 1.00000, followed by the mean value
for years of education at 1.00000.
The fact that the standard deviation for education is 0.50007 while it is only 0.50007
for age and the amount each gender contributes to the data in the table explains why the
statistics for education are more randomly distributed than those for age.
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Table 4
Age
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
16-20
69
46.0
46.0
46.0
21-25
81
54.0
54.0
100.0
Total
150
100.0
100.0
The Age column breakdown reveals that 150 individuals were involved in the
dataset. The table illustrates the number, percentage, and valid percentage of participants
in different age groups. Out of the total participants, 69 fell in the teenager category (16-20),
while 81 belonged to the young adult group (21-25). The table demonstrates that all
important information about the survey participants was accurately documented.
Table 5
Gender
Frequency
Percent
Valid
Percent
Cumulative
Percent
Valid
Male
69
46.0
46.0
46.0
Female
81
54.0
54.0
100.0
Total
150
100.0
100.0
The data was gathered from a group of 150 individuals, with 69 being men and 81
being women. In other words, the number of female participants was equal to that of males,
accounting for 54.8% of the total participants. The table above shows the frequency,
percentage, and valid percentage of both male and female participants, as well as the gender
distribution. The table indicates that we recorded all relevant details about the survey's
participants.
Table 6
Education
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
BS English
150
100.0
100.0
100.0
The table named Education displays the frequency percentage and valid percentage
of participation, and it shows that all of the 150 individuals who completed the survey had
obtained a Bachelor of Science degree in English as their highest level of education.
Overall Reliability
Table 7
Case Processing Summary
N
%
Cases
Valid
150
100.0
Excludeda
0
.0
Total
150
100.0
a. Listwise deletion based on all variables in the procedure.
The table above presents data that was collected for the purpose of reliability testing,
based on the responses of 150 individuals. The graph immediately preceding the table
indicates that the data is complete, with no missing values.
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Table 8
Reliability Statistics
Cronbach's Alpha
N of Items
.894
20
Before proceeding with the study, it is necessary to establish the reliability of the
instruments. The standard dictates that the Cronbach's Alpha should be less than 0.05 to
proceed with the study. The reliability analysis method can be used by researchers to assess
the overall characteristics and individual components of a measuring scale. The
Dependability Analysis process provides various metrics for assessing scale reliability,
which are beneficial in practical applications. Additionally, it helps in developing new scales
by identifying the relationships between different components of the scale, which can be
found in the Connections tab. The instrument's high reliability, as demonstrated by a
Cronbach's Alpha value of 0.894, means that it can be used in a wide range of research
settings.
Regression Analyses
Hypotheses Summary
Table 9
Hypotheses Testing
H
Hypothesis
P Value
Result
H1
There is impact of Non-Native language learners on English
Speaking Skills of students
0.000
Supported
H2
There is impact of Accuracy and Fluency on English Speaking
Skills of students
0.000
Supported
Table 10
Variables Entered/Removeda
Model
Variables Entered
Variables Removed
Method
1
NLLb
.
Enter
a. Dependent Variable: ESS
b. All requested variables entered.
Table 11
Model Summary
Model
R
R
Square
Adjusted
R Square
Std.
Error of
the
Estimate
Change Statistics
R
Square
Change
F
Change
df1
df2
Sig. F
Change
1
.711a
.506
.502
.30834
.506
151.464
1
148
.000
a. Predictors: (Constant), NLL
The previous section provided an overview of the model, and the main
characteristics of the model are summarized in the table above. In this model, the
independent variable is Non-Native Speakers of English (NSSE), and the dependent variable
is their English Speaking Skills (ESS). Based on an R squared value of 0.506, it can be inferred
that the independent variable explains 50% of the variation in the dependent variable. The
study suggests that half of the variation in English proficiency can be attributed to non-
native speakers (ESS). NLL is an abbreviation for Non-native language learners. The
correlation score of 0.711 indicates a significantly positive relationship between the two
variables in the model. This is because the model predicts a positive association.
Journal of Development and Social Sciences (JDSS)
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Table 12
ANOVAa
Model
Sum of
Squares
Df
Mean
Square
F
Sig.
1
Regression
14.401
1
14.401
151.464
.000b
Residual
14.071
148
.095
Total
28.472
149
a. Dependent Variable: ESS
b. Predictors: (Constant), NLL
The table displays a P-value of 0.000, indicating a significant connection between the
independent and dependent variables. This suggests that there is a correlation between the
two. Additionally, the high value of F (151.464) implies that there may be a relationship
between the components of the model. Overall, these findings support the conclusion that
the model is appropriate for further study and has produced statistically significant results
for regression analysis. Therefore, we can confidently draw this inference based on the
model's ability to generate values with adequate statistical significance.
Table 13
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std.
Error
Beta
1
(Constant)
1.138
.198
5.746
.000
NLL
.687
.056
.711
12.307
.000
a. Dependent Variable: ESS
The value represents how much the mean of the dependent variable is affected by a
change of one unit in the independent variable, while keeping all other variables constant.
The coefficients table contains T scores of 5.746 and 12.307. The data table above this text
shows that Non-Native Language learners (NLL) was used as an independent variable in the
study. The results indicate that there is a positive and statistically significant impact of
English Speaking Skills (ESS) on Non-Native Language Learners, as the significance level is
lower than 0.05 (specifically 0.000), which means that the null hypothesis H1 is accepted.
Table 14
H2 Descriptive Statistics
Mean
Std. Deviation
N
ESS
3.5544
.43714
150
AF
3.5343
.44208
150
The above table presents information on the mean, standard deviation, and total
number of respondents. The average score for English Speaking Skills (ESS) is 3.5544,
whereas the average score for Accuracy and Fluency (AF) is 3.5343. Even though the
standard deviation for ESS is lower at 43% compared to 44% for NLL (Non-native Language
learners), the data for AF appears to be more widely spread out than ESS. This indicates that
the figures for AF are more dispersed than those for ESS.
Table 15
Variables Entered/Removeda
Model
Variables Entered
Variables Removed
Method
1
AFb
.
Enter
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351
a. Dependent Variable: ESS
b. All requested variables entered.
Table 16
Model Summary
Model
R
R
Square
Adjusted
R Square
Std.
Error of
the
Estimate
Change Statistics
R
Square
Change
F
Change
df1
df2
Sig. F
Change
1
.713a
.509
.506
.30736
.509
153.382
1
148
.000
a. Predictors: (Constant), AF
The previous section provided an overview of the model and the table above
summarises its key features. This model examines two variables: (1) Accuracy and Fluency
(AF), which is the independent variable; and (2) English Speaking Skills (ESS), which is the
dependent variable. When the R square statistic equals 0.509, it suggests that the
independent variable accounts for 50% of the variation in the dependent variable. According
to the study, almost half of the variation in English speaking proficiency can be attributed to
Accuracy and Fluency (AF). The correlation coefficient of 0.713 indicates a highly significant
and positive relationship between the two variables in the model. This is due to the fact that
the model predicts a positive association.
Table 17
ANOVAa
Model
Sum of
Squares
Df
Mean
Square
F
Sig.
1
Regression
14.490
1
14.490
153.382
.000b
Residual
13.982
148
.094
Total
28.472
149
a. Dependent Variable: ESS
b. Predictors: (Constant), AF
The table displays a P-value of 0.000, indicating a significant association between the
dependent and independent variables. This suggests that there is a connection between the
two. Additionally, the F-value of 153.382 also indicates a possible link between the two
components of the model. Based on this evidence, we can conclude that the model is
appropriate for guiding future research and has generated a statistically significant value for
regression analysis. Therefore, we can confidently infer that the model has the capability to
produce a numeric result with enough statistical significance for regression analysis.
Table 18
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std.
Error
Beta
1
(Constant)
1.061
.203
5.232
.000
AF
.705
.057
.713
12.385
.000
a. Dependent Variable: ESS
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The value indicates how much the mean of the dependent variable is affected by a
change of one unit in the independent variable, while keeping all other factors constant. The
coefficients for both T scores of 5.232 and 12.385 are provided, and the independent
variable in this research is AF (Accuracy and Fluency), as shown in the data table above. The
dependent variable, ESS, has a level of significance of 0.000, which is less than 0.05. This
suggests that Accuracy and Fluency have a strong and positive impact on ESS. Therefore, the
second hypothesis, H2, is also supported.
Correlations Analyses
Table 19
Descriptive Statistics
Mean
Std. Deviation
N
NLL
3.5162
.45230
150
AF
3.5343
.44208
150
ESS
3.5544
.43714
150
Above this paragraph, there is a table showing summary statistics such as means,
standard deviations, and response rates. The average score for English Speaking Skills (ESS)
is 3.5544, which is lower than the averages for Accuracy and Fluency (AF) and Non-Native
Language Learners (NLL). Interestingly, even though the standard deviation for ESS is
higher at 43%, and the standard deviation for NLL is lower at 44%, the data for ESS is more
spread out than that for NLL when compared to the data for AF.
Table 20
Correlations
NLL
AF
ESS
NLL
Pearson Correlation
1
.790**
.711**
Sig. (2-tailed)
.000
.000
N
150
150
150
AF
Pearson Correlation
.790**
1
.713**
Sig. (2-tailed)
.000
.000
N
150
150
150
ESS
Pearson Correlation
.711**
.713**
1
Sig. (2-tailed)
.000
.000
N
150
150
150
**. Correlation is significant at the 0.01 level (2-tailed).
The relationships between the parts are explored in further detail in the tables
provided above. The p-values produced by correlation tests can be used to further probe
hypotheses and establish connections between variables. After factoring in all of the
potential factors, a correlation analysis is conducted to see if any exist. Non-Native Speakers
of English (NLL), Accuracy, and Fluency in English (AF), and English Speaking Skills (ESS)
are all shown in a table with corresponding sig values. The significance level (sig) must be
lower than 0.05 before a hypothesis may be accepted. All of the sig values in the table are
less than 0.05, indicating a strong relationship between the variables. There is a high degree
of association between Non-Native Language Learners and English Speaking Skills, as shown
by the table's correlation value of 0.711. The 0.713 correlation value between Accuracy and
Fluency (AF) and English Speaking Skills also reveals a robust relationship between these
two factors.”
Conclusion
The aim of this research was to find complexities Faced by Non-native Learners in
Accuracy and Fluency in English Language speaking at BS Level. Initially research tried to
Journal of Development and Social Sciences (JDSS)
July- September, 2023 Volume 4, Issue 3
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investigate the impact of Non-Native language learners on English Speaking Skills of
students. In results this research finds out that, there is positive and significant impact of
Non-Native language learners on English Speaking Skills of students. Students who are
studying English as a second language or as a foreign language have benefited from the
proliferation of paradigms that has happened over the course of the preceding seven
decades. A number of different paradigms were designed so that they may be of service to
the students. The capacity to communicate in a manner that is both clear and brief is one of
the most critical characteristics that a person may have in order to be successful in the
process of learning a new language. The aim of this research was to find complexities Faced
by Non-native Learners in Accuracy and Fluency in English Language speaking at BS Level.
Initially firm tried to investigate if there is impact of Non-Native language learners on
English Speaking Skills of students. In results this research finds out that, there is positive
and significant impact of Non-Native language learners on English Speaking Skills of
students. Secondly this research intended to investigate if there is impact of Accuracy and
Fluency on English Speaking Skills of students.
Recommendations
Based on the findings of this study, the following recommendations are suggested:
1. Educational institutions should prioritize the development of practical
communication skills in English for non-native learners. This can be achieved
through interactive and communicative teaching methods that encourage students
to actively engage in conversations and presentations.
2. Teachers should create a supportive and encouraging learning environment that
promotes risk-taking and reduces students' fear of making mistakes. This will help
boost their confidence in speaking English and increase their fluency.
3. Curriculum designers should incorporate more opportunities for students to
practice their English speaking skills, such as role-playing activities, debates, and
group discussions. These activities will provide valuable practice in various contexts
and enhance students' ability to communicate effectively.
4. Continuous assessment and feedback mechanisms should be implemented to
monitor students' progress in English speaking skills and provide guidance for
improvement.
5. Professional development programs should be offered to teachers to enhance their
pedagogical skills in teaching English speaking skills and to stay updated with the
latest methodologies and approaches.
By implementing these recommendations, educational institutions can better support non-
native learners in achieving accuracy and fluency in English language speaking.
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