The Relationship between EFL Students' Speaking Strategies Use and their Speaking Proficiency: A Study on Wolaita Sodo University English Major Students

Abstract

Students' speaking strategy use and their speaking proficiency are perceived to be predictors of achievement in learning English and competency in future careers. The purpose of the study was to pinpoint the speaking strategies most frequently used by EFL students. The aim of this study was also to describe the correlation between students' speaking strategies and their speaking proficiency. The target population of this study was 70 students (33 from the second year and 37 from the third year) majoring in English at Wolaita Sodo University in the 2019 academic year. In order to achieve the purpose of this study, the researchers used a descriptive-correlational design. The data were collected using a questionnaire, IELTS speaking proficiency test and interview. In the process of data analysis, descriptive analysis, such as mean scores and linear regression analysis were used. The results denoted that students most frequently employed social and cognitive speaking strategies, but they did not actively use metacognitive, affective, memory and compensation speaking strategies to promote their oral communication skills. The findings also showed that students' speaking strategy use predicted their speaking proficiency levels. Linear regression analysis indicated that there was a significant and positive relationship between the use of speaking strategies and speaking proficiency (β=0.820). Therefore, this study suggested that EFL learners should continuously use different speaking strategies to exercise oral communication. In addition, teachers should train and encourage students to use different speaking strategies.