EXPLORING THE SOCIO-EMOTIONAL ISSUES OF ESL LEARNERS IN DEVELOPING THEIR ENGLISH SPEAKING SKILLS AT UNDERGRADUATE LEVEL

Abstract

The current study is an attempt to investigate the socio-emotional issues of ESL learners’ spoken skills in English as a second language at the undergraduate level. The study adopts qualitative approach taking insights from semi structured interviews and focus group discussion. Research shows that anxiety together with worries about mistakes and lack of confidence and social factors which include peer pressure and judgments act as substantial hindrances for ESL learners when they participate in speaking tasks. The combination of emotional and social problems places substantial barriers which block language development effectively. Teachers need to implement emotionally supportive and inclusive methods that help ESL learners build confidence in their speaking abilities because these factors appear in every educational setting.