Factors Influencing Spoken English Development among Malaysian ESL Learners: A Qualitative Study of Anxiety, Classroom Experiences, and Learner Expectations

Abstract

Despite more than a decade of formal English language instruction, many Malaysian tertiary students continue to experience difficulties communicating confidently in English. This study explores the factors that hinder spoken English development among diploma students and examines their perceptions of English language learning as well as their expectations of English lecturers. Guided by Krashen’s Affective Filter Hypothesis, Vygotsky’s Sociocultural Theory, and Expectancy-Value Theory, the study employed a qualitative research design using open-ended questionnaires administered to ten diploma students from a private higher education institution in Kelantan, Malaysia. Thematic analysis revealed three interrelated themes: (1) affective barriers and linguistic insecurity, (2) pedagogical limitations and communicative deprivation, and (3) learner expectations of supportive and meaningful learning experiences. Findings indicate that students’ speaking difficulties stem not only from linguistic limitations but also from anxiety, fear of negative evaluation, low self-confidence, limited opportunities for authentic communication, and a perceived mismatch between classroom practices and communicative needs. Participants expressed a strong preference for interactive, learner-centred, and supportive learning environments that encourage risk-taking and meaningful language use. The study highlights the importance of emotionally responsive and communicative pedagogies in fostering spoken English proficiency and challenges deficit perspectives that portray learners as unmotivated. The findings contribute to the understanding of spoken English development in Malaysian tertiary education and provide practical implications for lecturers, institutions, and policymakers seeking to enhance graduate communicative competence.