MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY OF FOREIGN LANGUAGES
------------

TRAN THI DIEU HUYEN

MA THESIS IN THEORY AND METHODOLOGY
OF ENGLISH LANGUAGE TEACHING

In partial fulfillment of the requirements for the degree of Master of Arts,
Hue University of Foreign Languages

HUE, 2016


MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY OF FOREIGN LANGUAGES
------------

TRAN THI DIEU HUYEN

AN INVESTIGATION INTO STUDENTS’ INHIBITION
IN LEARNING ENGLISH SPEAKING SKILLS IN QUANG
PHUONG LOWER SECONDARY SCHOOL

MA THESIS IN THEORY AND METHODOLOGY
OF ENGLISH LANGUAGE TEACHING
CODE: 60.14.01.11

SUPERVISOR: NGUYEN HO HOANG THUY, Ph.D.

HUE, 2016


BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
--------

TRẦN THỊ DIỆU HUYỀN

KHẢO SÁT VỀ VIỆC ỨC CHẾ KHI HỌC KỸ NĂNG NÓI
TIẾNG ANH CỦA HỌC SINH Ở TRƯỜNG TRUNG HỌC CƠ
SỞ QUẢNG PHƯƠNG

LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP
DẠY HỌC BỘ MÔN TIẾNG ANH
MÃ SỐ: 60.14.01.11

NGƯỜI HƯỚNG DẪN KHOA HỌC:
TS. NGUYỄN HỒ HOÀNG THUỶ

HUẾ, 2016


STATEMENT OF ORIGINAL AUTHORSHIP

The work contained in this thesis has not previously been submitted for a
degree or diploma in any university. I certify that, to the best of my knowledge and
belief, my thesis contains no material previously published or written by another
person except where due reference is made in the thesis itself.


Trần Thị Diệu Huyền
Hue, December 19th, 2016

i


ABSTRACT

This research paper brings to light the causes and effects of inhibition in
learning English speaking skill. Since the focus of the study was on the affective
side of the adolescent learners who experience the mental and physical changes, all
129 Grade 8 students in Quang Phuong Lower Secondary School were chosen as
participants in the study. Two complementary methods of data collection were used
to carry out this research, namely, quantitative and qualitative methods. Analyses of
two types of data reveal that the reasons making students inhibited come not only
from learners themselves but also from the teachers and other sources. Inhibition as
an affective factor interferes significantly to the outcome of students’ performance
in speaking classes. To address these problems, implications were drawn not only
for students but also for local teachers in particular and Vietnamese educators in
general.
Keywords: speaking skill, affective factor, adolescent learners and inhibition.

ii


ACKNOWLEDGEMENTS
“Gratitude is the fairest blossom which springs from the soul.”
Henry Ward Beecher
It’s been an amazing but at times daunting journey over the past two

years. This thesis has been kept on track and been seen through to completion
under the unending inspiration and unfailing support of many great individuals.
As a note of appreciation, this “Acknowledgements” is devoted to thank all of
them for being part of this journey and making this thesis possible.
First and foremost, I would like to express my cordial gratitude to my
ever-helpful and devoted supervisor -Dr. Nguyen Ho Hoang Thuy- whose
rich resource of materials and sagacious guidance over research methodology are
simply beyond price. Her constant help, illuminating suggestions, insightful
discussion, elaborate revision, and painstaking correction from the very beginning
to the end of the research are like “indispensable fertilizers” which nurtured the
seed of my thesis, allowed the flowers to blossom and turned them into
satisfactory fruits. With her literally “pushing” me forward, it is not just a
process of doing the thesis; it is a procedure of growing. Although her
mentorship was paramount in providing a well rounded experience, I do owe her
an apology for my downsides and shortcomings like a toddler going through life.
My second round of thanks is to all the lecturers who devotedly taught me
during my Master course as well as to the staffs in the Library of Hue
University of Foreign Languages for helping me access the necessary and
valuable materials for the fulfillment of the study
I am greatly indebted to the Principal of in Quang Phuong Lower
Secondary School for creating the most favorable conditions for me to conduct the
study, the English teachers and students for carefully completing my
questionnaire and sincerely answering the interviews for this dissertation.
Also, many heartfelt thanks go to all the sisters in The Lovers of the
Holy Cross of Huong Phuong convent who allowed me to continue my study
so that I can pursue my dream of being a lifelong volunteer teacher to those who
are in need. Their unflinching courage and conviction lifted me uphill in this
phase of life. To my friends scattered around the country, thank you for your
iii


iii


thoughts, wishes, prayers, phone calls, e-mails, texts, visits, editing advice, and
being there whenever I needed a friend.
Finally, I would like to dedicate this work to my family, especially my parents
- my esteemed promoters - for their unwavering love, immeasurable patience, and
unflagging support throughout my years of study and through the process of
researching and writing this thesis. It was under their watchful eyes that I
gained so much drive and an ability to tackle challenges head on. They selflessly
encouraged me to explore new directions in life and seek my own destiny. I might
not be able to repay them financially but I will definitely make them proud of
me. This journey would not have been possible if not for them, and I dedicate
this milestone to them.
Although a lot of time and efforts were devoted to this research paper,
shortcomings are unavoidable. All value advice and suggestions for correcting
the mistakes are highly welcome and appreciate.
Words are short to express my deep sense of gratitude to those who have
knowingly and unknowingly helped me in the successful completion of this
project. May God bless you!
Thank you very much!

iv

iv


TABLE OF CONTENTS

ABSTRACT .............................................................................................................. ii

ACKNOWLEDGEMENTS .................................................................................... iii
TABLE OF CONTENTS ..........................................................................................v
LIST OF TABLES ................................................................................................ viii
LIST OF FIGURES ................................................................................................ ix
CHAPTER 1 - INTRODUCTION ...........................................................................1
1.1. Rationale of the study ................................................................................................. 1
1.2. Aims of the study ........................................................................................................ 3
1.3. Research questions ...................................................................................................... 4
1.4. Methodology ............................................................................................................... 4
1.5. Scope of the study ....................................................................................................... 4
1.6. Significance of the study............................................................................................. 4
1.7. Organization of the study ............................................................................................ 5

CHAPTER 2 - LITERATURE REVIEW ...............................................................7
2.1. Introduction ................................................................................................................. 7
2.2. Factors affect speaking skills in EFL classroom ........................................................ 7
2.2.1. Performance conditions ....................................................................................... 8
2.2.2. Affective factors .................................................................................................. 8
2.2.3. Listening ability ................................................................................................... 9
2.2.4. Topical knowledge ............................................................................................... 9
2.2.5. Feedback during speaking activities .................................................................... 9
2.3. Affective factors in EFL classroom .......................................................................... 10
2.4. Inhibition in EFL classroom ..................................................................................... 11
2.4.1. Definition of inhibition ...................................................................................... 11
2.4.2. Sources of inhibition .......................................................................................... 13
2.4.3. Relationships between inhibition and other affective factors ............................ 15
2.4.3.1. Anxiety........................................................................................................ 15
2.4.3.2. Self-esteem.................................................................................................. 17
2.4.3.3. Risk-taking .................................................................................................. 18
2.4.3.4. Egocentrism ................................................................................................ 19

2.4.4. Relationship between inhibition and adolescent period .................................... 21

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2.5. Studies about Inhibition in EFL classroom ............................................................... 24
2.6. Chapter conclusion ................................................................................................... 27

CHAPTER 3 - METHODOLOGY ........................................................................28
3.1. Introduction ............................................................................................................... 28
3.2. Research approach .................................................................................................... 28
3.3. The subjects .............................................................................................................. 28
3.4. Data collection .......................................................................................................... 30
3.4.1. Rationale for the selection of data collection instruments ................................. 30
3.4.1.1. Questionnaire .............................................................................................. 30
3.4.1.2. Interview ..................................................................................................... 31
3.4.2. Design of data collection instruments ................................................................ 32
3.4.2.1. Questionnaire .............................................................................................. 32
3.4.2.2. Interview ..................................................................................................... 33
3.4.3. Material review .................................................................................................. 34
3.5. Data analysis procedure ............................................................................................ 34
3.6. Chapter conclusion ................................................................................................... 35

CHAPTER 4 - FINDINGS AND DISCUSSION ..................................................36
4.1. Introduction ............................................................................................................... 36
4.2. An introduction to a multi - dimensional panorama about the current situation in
learning and teaching English - What needs to care? ...................................................... 36
4.2.1. Students’ self-evaluation about their English competence ................................ 37
4.2.2. Students’ attitude towards learning English and speaking skills ....................... 39
4.2.2.1. Students’ attitude towards learning English ............................................... 39

4.2.2.2. Students’ attitude towards learning speaking skills .................................... 40
4.2.3. Current situation in learning and teaching speaking skills ................................ 43
4.2.3.1. Students’ frequency in participating in speaking activities ........................ 43
4.2.3.2. Frequency of students’ speaking English ................................................... 44
4.2.3.3. Students’ reactions to teacher’s English questions ..................................... 46
4.2.3.4. Frequency of teachers’ speaking English in speaking lessons ................... 47
4.3. The causes of inhibition in learning speaking English ............................................. 49
4.3.1. Students’ attitude towards the frequency of inhibition in learning speaking
English ......................................................................................................................... 49
4.3.2. The causes of inhibition in learning speaking English ...................................... 50
4.3.2.1. The stressful learning environment............................................................. 51
4.3.2.2. Difficulty of the tasks ................................................................................. 52
4.3.2.3. Topical knowledge ...................................................................................... 52

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4.3.2.4. Severe correction from English teacher ...................................................... 53
4.3.2.5. Students’ negative personalities.................................................................. 54
4.3.2.6. Students’ self-perception ............................................................................ 55
4.3.2.7. Fear of inadequacy ...................................................................................... 57
4.3.2.8. Fear of embarrassment ................................................................................ 57
4.3.2.9. Listening ability .......................................................................................... 58
4.3.2.10. Care about grading .................................................................................... 58
4.3.2.11. Lack of interest ......................................................................................... 59
4.4. The effects of inhibition in learning English speaking ............................................. 60
4.4.1 Psychological effects and behavioral symptoms ................................................ 60
4.4.1.1. Psychological effects .................................................................................. 60
4.4.1.2. Behavioural symptoms ............................................................................... 62
4.4.1.3. Learning effects .......................................................................................... 63

4.5. Solutions and recommendations for reducing inhibition in learning English speaking
skills ................................................................................................................................. 69
4.5.1. For teachers ........................................................................................................ 69
4.5.1.1. The preferred qualities of an English teacher ............................................. 69
4.5.1.2. The choice of appropriate language teaching methodology ....................... 72
4.5.1.3. Practice reinforcement ................................................................................ 74
4.5.1.4. The proper use of mother tongue ................................................................ 74
4.5.1.5. Creating a positive learning environment ................................................... 75
4.5.1.6. Applying different speaking activities ........................................................ 75
4.5.2. For the school..................................................................................................... 78
4.5.3. For students ........................................................................................................ 79
4.5.3.1. Using positive self-talk to increase self-perception .................................... 79
4.5.3.2. Respecting others’ opinions ........................................................................ 80
4.5.3.3. Improving listening ability.......................................................................... 81
4.6. Chapter conclusion ................................................................................................... 82

CHAPTER 5 - CONCLUSION ..............................................................................83
5.1. Summary of the research findings ............................................................................ 83
5.2. Limitations of the study ............................................................................................ 85
5.3. Recommendations for further research ..................................................................... 85

REFERENCES ........................................................................................................87
APPENDICES .........................................................................................................96

vii


LIST OF TABLES

Table 3.1: Subject Specification ...............................................................................29

Table 3.2: Detailed descriptions of each cluster in students’ questionnaire .............32
Table 3.3: Detailed descriptions of each cluster in the teachers’ and students’ interviews
...................................................................................................................................33
Table 4.1: Students’ self-evaluation towards their English ability according to gender37
Table 4.2: The order of interest of the English skills (1: least preferred - 6: most preferred).40
Table 4.3: Ranking of reasons why students consider speaking skills challenging..42
Table 4.4: Students’ frequency in participating in English skills .............................43
(1: Least frequent; 6: Most frequent) ........................................................................43
Table 4.5: Students’ reactions to teacher’s English questions ..................................46
Table 4.6: Causes of inhibition in learning English speaking skills with the percentage .50
Table 4.7: Psychological effects and behavioral symptoms .....................................60
Table 4.8: The Learning effects caused by inhibition shown in percentage ...................64
and mean scores ..........................................................................................................64
Table 4.9: Preferred speaking activities ranked by students .....................................75

viii


LIST OF FIGURES

Figure 4.1: Students’ self-evaluation of their English ability ...................................37
Figure 4.2: Students’ attitude towards learning English according to gender ..........39
Figure 4.3: Students’ attitude towards the difficulty of learning speaking skills .....41
Figure 4.4: Frequency of students’ speaking English in speaking lesson.................44
Figure 4.5: Frequency of teachers’ speaking English in speaking lessons ...............47
Figure 4.6: Students’ attitude towards the frequency of inhibition in English classroom 49
Figure 4.7: Do the behavioural symptoms become habits or not? ............................63
Figure 4.8: Students use of positive self-talk ............................................................79

ix



LIST OF ABBRIVIATIONS

CLT : Communicative Language Teaching
EFL : English as a Foreign Language
ELL : English Language Learning
FL

: Foreign Language

FLLs : Foreign Language Learners
L2

: Second language

SLA : Second Language Acquisition
SPSS : The Statistical Package for the Social Sciences

x


CHAPTER 1 - INTRODUCTION

1.1. Rationale of the study
We cannot deny the fact that the English language runs like blood through the
veins of nations worldwide nowadays (Rao, 2013) and Vietnam is not an exception.
As the number of English Language Learning (ELL) students increases across the
nation, there is a growing need for Vietnamese educators to increase their awareness
about the process of second language acquisition (SLA), and explore different ways

to promote students’ learning and in the acquisition of a new language. Ultimately,
the major goal of all English language teaching should be to give learners the ability
to use English effectively and accurately in communication (Davies & Pearse,
2000), though spoken language production is often considered one of the most
difficult aspects of language learning (Brown & Yule, 1983).

Thus, holding

classroom conversations in English should be one of the main targets that language
teachers would like to achieve. However, they may face some challenges from
learners. Vietnamese learners usually face difficulties in using English in the
classroom, which is the only place for them to acquire this language especially when
it comes to speaking skills. Moreover, these difficulties are directly related to three
main reasons, namely psychology, linguist, and cognition (Brown, 2001). Apart from
the two other domains, the psychological state of students strongly affects their
speaking skills. Recent work in applied linguistics has extended the study of
psychology beyond the teaching of English itself, especially the relationship between
age and success in SLA like “Age as an Affective Factor in SLA” conducted by
Bista (2008) and “The effect of age and motivation in SLA” of Stefánsson (2013).
With the development of applied linguistics and psychological analysis, linguists are
no longer satisfied with surface-level linguistic description, but turn to seek deeper
psychological factors, that is, affective factors in English learning.
In recent years the importance of affective factors has become a matter of
debate and extensive research among language teachers, linguists and researchers.
1


Affective factors include emotion, feeling, mood, manner, and attitude (Ni, 2012).
All these factors, especially motivation, self-confidence, anxiety and inhibition,
directly influence the input and output of learning a second language (L2). Although

investigations have begun to shed light on the effects of Affective Filter in SLA,
relatively little is known about the effects of affective factors in speaking skills of
adolescent learners who experience the puberty period - one of the most sensitive
periods in the development of human beings. This period changes not only the
physical state but also the psychological state of learners. Learners’ affective factors
are obviously of crucial importance in accounting for individual differences in
learning outcomes. Whereas learners’ beliefs about language learning are likely to
be fairly stable, their affective states tend to be volatile, affecting not only overall
progress but responses to particular learning activities on a day-by day and even
moment-by-moment basis (Ellis, 1994). One of the affective factors that influence
adolescent language learners strongly is inhibition. Inhibition plays a powerful role
in constraining achievement resulting both in nervousness and embarrassment about
using the second language, which prevents them from gaining sufficient practice,
and also the fear of making mistakes. Inhibition may be considered as a powerful
wall which keeps the fruits of speaking skills inside the fragile interior of adolescent
learners (Mohseni & Ameri, 2010).
In Quang Phuong Lower Secondary School in Quang Binh province, students
are not good at English. They do not have good conditions to learn and practice
their English. The traditional teaching method which put the emphasis on grammar
has led to inhibition among students. There is a fact that many learners can write
and read English well but they cannot present orally or they can pass exams easily
but they find it difficult to use English to communicate. Most of the learners inside
classrooms find speaking English difficult, even uninteresting and they do not
participate in speaking activities. Certainly, learners’ participation inside the
classroom can be affected by a variety of factors including psychological and social
factors which must be deeply analyzed. To help the students improve their speaking
skills, it is necessary to find ways to help them overcome their problems. Moreover,
2



teachers need to know the factors that affect their students’ speaking performance
so that they can deal with these factors to help the students improve their speaking
performance. However, until now, there is no research conducted at this school
about these areas.
Under the guidance of the Affective Filter Hypothesis proposed by Krashen
and Teaching by Principles of Brown, the major purpose of this paper is to raise the
often-neglected issues regarding the effects of inhibition to learners and therefore,
pinpointing and meticulously discussing the implications and importance that
inhibition has on the adolescent English language learners (ELLs). In summary, this
study is to analyze and examine inhibition within the psycholinguistic field and
offer ways to a more refined pedagogy especially in Vietnamese settings. In the
light of discovering psychological factors which affect adolescent students, the
study hopes to serve as a resource and a guide for appropriate and innovative units
helping the teachers to improve their teaching quality and students to cultivate an
all-round development.
1.2. Aims of the study
The current study aims to gain some insights into speaking inhibition, in order
to help EFL adolescent learners enhance their speaking skills and reduce their
inhibition. Specifically, the study focuses on inhibition at the puberty period
because this period changes the physical and psychological state of learners. Also, it
is to raise the teachers’ awareness of the negative effects of inhibition on their
learners’ communicative skill and to suggest some teaching recommendations that
will be of great help for both teachers and adolescent learners to overcome the issue
of inhibition in speaking skills. In this study, attempts were made to explain why
adolescent learners in EFL classes often inhibit themselves when speaking the target
language (English) in communicative situations and whether teachers are aware and
consider inhibition as an impediment to students’ speaking skill enhancement.

3



1.3. Research questions
The overall purpose of this research is to investigate the following issues:
1. What are the causes of students’ inhibition in learning speaking skills?
2. What are the effects of students’ inhibition in learning speaking skills?
3. What are the strategies to avoid students’ inhibition in learning speaking skills?
1.4. Methodology
The study employed multi - methods including qualitative and quantitative
methods. The former used semi-structured interview and collection of existing
information while the latter made use of a questionnaire. After the collection of the
questionnaire answers, the next step was to use the Statistical Package for the Social
Sciences (SPSS) to analyze the data.
1.5. Scope of the study
The research is completely devoted to shedding more lights on the current
panorama of learning English speaking skills of adolescent learners. The
participants were 129 grade 8 students and three English teachers in Quang Phuong
Lower Secondary School in Quang Binh Province. The paper provided the causes
and the effects of inhibition in learning speaking skills to overcome these obstacles
in the process of SLA. From here some solutions were drawn to help students
overcome their difficulties.
1.6. Significance of the study
Generally in Vietnam, many EFL learners find themselves unable to put
English to communicative use despite a good command of the written language,
especially those in rural areas like Quang Phuong commune in Quang Binh. Maybe
they do not have a good self belief. They are the shy ones who often wait for a
suitable time to raise their hand. However, their reluctance refuses them from
catching the opportunities to speak. Thus, they often inhibit themselves in speaking
up in class instead of taking some risks and presenting their ideas courageously.
For this reason, I decided to investigate in depth the causes and effects of
inhibition of adolescent students who are in the middle of their puberty.

Furthermore, English is taught as a compulsory subject in general education.
4


English is considered the most difficult subject for many students there. The only
way to learn English is in the classroom, whereby all language teachers are local
teachers. From my experiences as a former student in that school and the
information I gathered, learners spend most of their time doing grammar and
vocabulary exercises instead of practicing oral communication. Promoting speaking
skills, which requires students to practice in real-life situations, is completely
overlooked. In addition, students have little chance to apply what they have learned
in class to the outside world. As a result, most learners are unable to express
themselves or engage in real conversations. Thus, a large number of students cannot
meet the requirements to communicate competently and confidently.
The present research is therefore timely because the ideas developed and
analyzed in this thesis were not be of purely theoretical interest but it provided
empirical evidence about the causes and effects of inhibition in SLA of adolescent
learners and the pedagogical implications. Additionally, any findings from this
study can be applied to the population from which the study’s samples were drawn.
Therefore, it contributes to enriching the research in this field. Also, it may also be
of some use for those who work in the field in general, for local educators in
particular to improve teaching English speaking skills, and also for other readers
who are keen on this subject to have deeper understandings about the issue.
1.7. Organization of the study
This study is made up of 5 chapters as follows:
- Chapter 1: Introduction
Chapter 1 sets the scene for the thesis, including seven sections, namely
“Rationale of the study”, “Aims”, “Research questions”, “Methodology”, “Scope”,
“Significance of the study”, and “Organization of the study”.
- Chapter 2: Literature review

This chapter presents the theoretical background of some previous studies and
it is composed of 5 sections. The main aim of this part is supporting the researcher
to back up the researcher’s thesis by employing and delving into previous studies in

5


the field. In other words, the chapter puts emphasis on critical analyses of segments
of relevant published works by applying classification and comparison of previous
studies and theoretical articles.
- Chapter 3: Methodology
The methodology delves into detailed and carefully designed methods of
collecting, analyzing and illustrating the data to answer the research questions. This
chapter includes the “Research approach”, “The participants”, “Data collection
tools”, and “Data analysis procedure”.
- Chapter 4: Findings and Discussion
This chapter is devoted to clearing the ground for the causes and effects of
inhibition by interpreting the findings under a detailed report of the research
findings obtained by means of methods presented in Chapter 3. After this, solutions
are put forwards to improve the issues raised.
- Chapter 5: Conclusion
The last chapter shifts the focus to conclusion which is composed of a
summary of research findings that address research concerns, as well as an
explanation about unavoidable limitations of the thesis and suggestions for further
field-related studies. Ultimately, suggestions for further studies are put forward.

6


CHAPTER 2 - LITERATURE REVIEW


2.1. Introduction
The chapter aims at providing a critical analysis of segments of relevant
published works through summary, classification, and comparison of prior research
and studies. The reviews of theoretical articles on inhibition are deeply discussed. In
other words, not only does the chapter demonstrates the relevant information on
inhibition, but also provides profound and informed evaluation of the literature.
Various aspects related to this concept ranging from panorama view to close-up one
is carefully and clearly analyzed in this chapter and some research gaps are also
pointed out.
2.2. Factors affect speaking skills in EFL classroom
Section 2 of this chapter will begin by generally presenting research that has
been conducted about speaking skills in SLA.
As confirmed by several surveys (Horwitz et al., 1986; Ely, 1986; Young,
1990), one of the most anxiety-provoking activities in the foreign language is
speaking. It is unlike writing, where “[…] each writer can get on by himself,
without disturbing the rest of the class, at his own speed.” (Brown & Yule, 1983),
speaking is an activity which involves more than one person, and it tends to threaten
one’s public standing fairly easily (Tsui, 1996). In addition, according to Young,
speaking in the foreign language is often cited by students as their most anxiety
producing experience (Young, 1990).
Among the four skills (listening, speaking, reading and writing), speaking
seems to be the most difficult because people who know a language are usually
referred to as speakers of that language (Ur, 1996). The major goal of all English
language teaching should be to give learners the ability to use English effectively,
accurately in communication (Davies & Pearse, 2000). The use of English as a
foreign language in oral communication is, without a doubt, one of the most
common but highly complex activities necessary to be considered when teaching

7



the English language especially because we live at a time where the ability to speak
English fluently has become a must, especially for those who want to advance in
certain fields of human endeavor (Al-Sibai, 2004). The focus of teaching speaking,
of course, is to improve the oral production of the students. Therefore, language
teaching activities in the classroom should aim at maximizing individual language
use (Haozhang, 1997). It is obvious that to maximize individual language use, we
need to minimize the factors that decrease the outcome of speaking skills.
In order to help students overcome problems in learning speaking English, it is
necessary for the teachers to understand factors that affect their speaking
performance. Students’ speaking performance can be affected by the factors that
come from performance conditions (time pressure, planning, standard of
performance and amount of support), affective factors (such as motivation, selfconfidence, anxiety and inhibition), listening ability and feedback during speaking.
2.2.1. Performance conditions
In language learning, students are affected by a variety of conditions. Nation
& Newton (2008) believed that performance conditions can affect speaking
performance. The four types of performance conditions that they suggested include
time pressure, planning, the standard of performance and the amount of support.
2.2.2. Affective factors
One of the most important influences on language learning success or failure
is probably the affective side of the learner (Oxford, 1990). In Krashen’s (1981)
work, the affective filter hypothesis explains the role of affective factors in the
process of language acquisition. It suggests that emotional variables can hinder
comprehensible input from reaching the part of the brain responsible for acquiring
language. He found that a high level of stress, anxiety and inhibition creates a filter
that impedes learning, blocks the intake, and reduces L2 acquisition. When the filter
is up, input cannot reach those parts of the brain where acquisition occurs. Many
language learners realize that the reason they have trouble is because they are
nervous, inhibited or embarrassed and simply cannot concentrate on their learning.


8


2.2.3. Listening ability
Listening skill and speaking skill have a close relationship. Listening is the
input while speaking is the output of language learning. Speaking skills cannot be
developed unless we develop listening skills (Doff, 1998). When students
understand what is said, they can made successful conversation. Khameis stated that
when one person speaks, the other responds through attending by means of the
listening process (Khameis, 2007 cited in Shumin, 1997). In fact, every speaker
plays the role of both a listener and a speaker. Therefore, one is certainly unable to
respond if he/ she cannot understand what is said. This means speaking is closely
related to listening.
2.2.4. Topical knowledge
Topical knowledge is considered a crucial factor affecting speaking skills.
Topical knowledge is defined as knowledge structures in long-term memory (Bachman
& Palmer, 1996). In other words, topical knowledge is the speakers’ knowledge of
relevant topical information. The information that topical knowledge provides enables
learners to use language with reference to the world in which they live. Bachman and
Palmer (1996) stated that certain test tasks may be easier for those who possess the
relevant topical knowledge and more difficult for those who do not. They believed that
topical knowledge has effects on speaking performance.
2.2.5. Feedback during speaking activities
A critical element to effective language learning is feedback. Without it
students would not know the results of their performance and hence would not
know if an adjustment was needed. Feedback is what tells them whether they are on
the path leading to their intended destination or have deviated. Most students want
and expect their teachers to give them feedback on their performance. However, all
speaking production should not be dealt with in the same way. Harmer (1991)

asserted that the decisions that teachers make about how to react to students’
performance will depend upon the stages of the lesson, the activities, the types of
mistake made and the particular student who is making that mistake. If the teachers

9


correct whenever there is a problem, the conversational flow as well as the purpose
of the speaking activity will be destroyed (Harmer, 1991). If students are corrected
all the time, they can find this very demotivating and become afraid to speak. It is
suggested that teachers should always correct the students’ mistakes positively and
with encouragement (Baker & Westrup, 2003).
2.3. Affective factors in EFL classroom
This session is devoted mainly to discuss the affective factors and their effects
on language learning. Stern (1983) noted that the affective component contributes at
least as much as and often more to language learning than the cognitive skills
represented by aptitude assessment. Starting from the concept that a foreign
language process is an activity which goes beyond the mere memorization of
linguistic structures, words and rules, the main intent of the present study is the
description of foreign language learning as a process which affects directly the
emotional sphere of a student. This involves the learner and his personality,
emotions and experiences, all facets which in turn determine positive or negative
attitudes toward the language studied or the practices used to learn it.
Early in 1870’s, Dulay and Burt had proposed the Affective Filter Hypothesis
and explained its influence on the foreign language learning process. Later, Krashen
(1982) developed and made the hypothesis perfect. Krashen argued that affective
filter is a kind of psychological obstacle that prevents language learners from
absorbing available comprehensible input completely. He looked at affective factors
functioning as a filter that reduces the amount of language input the learner is able to
understand. It has a close relationship with the language learners’ input and intake.

Students who have difficulty with foreign language learning are often described as
underachievers, or having the affective filter, or as having language learning
disabilities (Grigorenko, 2002; Banks, 2008). Krashen discussed Affective Filter
noting that when the students are inhibited, tired, dispirited, tense, or angry, the input
is prevented from being processed (High affective filter brings negative attitude
toward learning). The affective filter is a mental block, caused by affective factors
like high anxiety, high inhibition, low self-esteem, and low motivation in the process
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of acquiring a second language. These negative emotions prevent efficient processing
of the language input, and on the contrary, the positive emotions promote the
efficiency of the process. The Affective Filter Hypothesis shows that the emotional
factors strongly affect the learners’ input and how much input is converted into
intake. The Affective Filter Hypothesis has significant implications for foreign
language teaching. A low filter should be created and advocated for the effective
language teaching. It can be guessed that learners’ affective filters will be influenced
by teachers’ feedback. Attempts should be made to lower the affective filter and let
learners feel less stressed and more confident in a comfortable learning atmosphere.
2.4. Inhibition in EFL classroom
Of the affective factors that affect students’ performance in the classroom
learning, inhibition has been given little attention despite its immense influence on
language learners in comparison to others factors such as anxiety, self-esteem and
motivation. Inhibition appears, characterizes and varies differently among ages of
students. Thus, a careful investigation into inhibition within the age of adolescence
is put under consideration in this study.
2.4.1. Definition of inhibition
Mohseni and Ameri (2010) made a vivid analogy between EFL classroom and
a populous swimming pool in their paper entitled “Inhibition revisited in EFL
learning and teaching”. They stated that an FL classroom can be:

“[…] compared to a populous swimming pool. Swimmers who are
competent dive in. Slow learners concentrate on improving their style and
performance, while others are there for fun and never mind making waves that
disturb others. Less skillful ones, try as they might, are quickly discouraged
and remain on the edges. Shy ones have little support from the others and
stand timidly on the sides waiting for the right time to enter. Sometimes they
might dip their toes in but most often they walk away without getting wet.
Rather than pushing people in or leaving them to fend for themselves, the
situation needs to be organized so that everyone gets the opportunity to

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develop their skills and enjoy themselves without hindering the progress of
others” (p.1).
It is obvious that students are strong enough to try learning how to swim in a
swimming pool but they do not dare to. They are the shy ones who stand timidly on
the sides waiting for the right time to enter. It can be inferred that students often
inhibit themselves in speaking up in class instead of taking some risks and
presenting their ideas. Because of that thinking, they may not be able to raise their
voice and speak courageously. This phenomenon in learning is called inhibition
(Mohseni & Ameri, 2010).
In this first part, the definition of inhibition will be discussed from general to
more detailed. The term “inhibition” has played a role in psychology and
physiology since at least the mid-nineteenth century. Merriam Webster's
Encyclopedic Unabridged Dictionary (2000) defines “inhibition” as discouraging
from free or spontaneous activity, expression or functioning, through the operation
of inner psychological impediments or of social controls. Oxford Advanced
Learner’s Dictionary (2015) gives meaning of inhibition as a personal feeling of
fear or embarrassment that restrains an action/ a process, or makes someone selfconscious and unable to act in a relaxed and natural way. There are some studies

within the affective domain in education that have put an effort in explaining what
inhibition is. By and large, most of them are fixed with the idea that inhibition is
one of the affective factors that have strong effect on SLA. In his book “Teaching
by principles”, Brown (2007) defined inhibition as “a variable of affective factors
that closely related to, and in some cases subsumed under, the notion of self-esteem
and self-efficacy.” (p.154)
Brown stated that all human beings in their understanding of themselves build
sets of defenses to protect the ego. The new born baby has no concept of its own
self; gradually it learns to identify a self that is distinct from others. In childhood,
the growing degrees of awareness, responding, and valuing begin to create a system
of affective traits that individuals identify with themselves. In adolescence, the
physical, emotional, and cognitive changes of the pre-teenager and teenager bring
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