From Classrooms to Conversati ons: Examining the Gap in English Language Speaking Skills among Sri Lankan English as a Second Language (ESL) Learners

Abstract

The persistent struggle of Sri Lankan learners relati ng to spoken English profi ciency despite extensive formal instructi on conti nues to be a dominant issue in English language teaching and learning in the local context. Thus, with the objecti ve of fi nding out the underlying factors that contribute to the low competency in English language speaking skills of secondary level learners, this study was conducted based on the research questi on ‘what are the reasons that hinder the improvement in English language speaking of Sri Lankan ESL learners?’. Data collecti on included a mixed-method approach: a detailed questi onnaire was distributed, and interviews were conducted either face-to-face or online (via Zoom) with six educators and twenty-four students across the Western and Eastern provinces of Sri Lanka. The parti cipants included eighteen Sinhala and twelve Tamil speakers. The questi onnaires were subjected to quanti tati ve analysis using cross-tabulati on and descripti ve stati sti cs. Additi onally, for the interviews conducted, content analysis was employed. Furthermore, the Cross-Validati on approach was used to support the fi ndings. The analyses reveal several criti cal barriers to improving spoken profi ciency: inadequate educati onal resources, anti quated pedagogical practi ces, limited immersion in the language, and challenges with pronunciati on leading to an inhibiti on towards speaking English. Teachers mainly highlighted a predominance of conventi onal, grammar-centric teaching methods and the reluctance to uti lize available technological tools due to concerns about misuse and damage. The student parti cipants reported that their reluctance to practi ce speaking is due to fear of making errors and being negati vely judged, compounded by an excessive focus on examinati on success. Both teachers and students were of the view that examinati on papers prioriti se recepti ve skills over producti ve ones, thereby reinforcing a cycle of rote learning and exam-oriented instructi on. This study advocates for a reformati on in nati onal examinati ons to include assessments of producti ve skills, speaking and listening, to bett er refl ect comprehensive language competence. Additi onally, it is suggested that culti vati ng a genuine passion for English within students, despite existi ng constraints, could signifi cantly enhance their language acquisiti on and learning. Educators are encouraged to adopt more innovati ve and supporti ve teaching strategies that emphasize practi cal language use and student engagement.