Re-Thinking improvement issues in EFL speaking commitment at higher education - A speaking discourse analysis perspectives

Abstract

Many linguistic speaking inputs require more confidence to communicate effectively in higher education. Focusing on the speaking discourse perspectives aiming to meet student satisfaction in committing to speaking EFL, we customized the adopted instruments as follows: (Asakereh & Dehghannezhad, 2015) and (Oxford, 1990). The research questions are RQ1. What language input challenges do Albanian students face in the university setting while speaking EFL? RQ2. Is the EFL speaking discourse affected positively by strategies utilized in FL speaking performances? For the academic year 2022/23, the current researcher obtained qualitative data output from two instruments N=250 online questionnaires. Using the second instrument (SILL), we tested the following hypotheses: H1=students achieve satisfaction with up-to-date language input in bringing knowledge to life through continuous effective instructional practices H2=the effectiveness of the strategies used by EFL teachers toward speaking commitment needs ongoing improvement. SPSS data output reported a significant correlation between the research hypotheses. It targets the perspectives of the instructional impact of Metacognitive Strategies and Affective Strategies for increased learner autonomy. The result of this research promotes Affective Strategies to maximize learner autonomy indicating significant practical implications in the classroom to accomplish speaking goals. Concerning improvement issues in EFL speaking at higher education, commitment marks the relevance of empowering teaching speaking content.