Lu, Jinshan2026-01-292021-08Jinshan, L. (2021). Factors influencing the speaking performance of Chinese students. (Unpublished master’s thesis). University of the Cordilleras, Baguio City.https://dspace.uc-bcf.edu.ph/handle/123456789/307With the acceleration of the globalization process and the increasing frequency of international communication, it is increasingly important to communicate in English. Some students learn English with pleasure and with joy, while others feel that learning English is like chewing wax in their helplessness and pain, leading to a serious polarization. Therefore, the urgent tasks facing us foreign language educators are: Cultivate useful talents who can communicate effectively, appropriately and in-depth in English. However, because the teaching method adopted by the foreign language teaching circle in our country for a long time is the grammar teaching method. That is, it only pays attention to the teaching of basic language knowledge and ignores the cultivation of cultural background knowledge and pragmatic competence. In addition, due to the influence of test-oriented education, students do not pay enough attention to the cultivation of oral expression skills, which has created a large number of high-score and low-energy children who cannot understand or speak; Fortunately, in recent years, with the deepening of curriculum reforms, especially the promotion of quality education, a relaxed environment has been provided for foreign language teaching. Teachers' teaching concepts have also been updated. Foreign language teaching has generally adopted a number of new ideas aimed at training; the teaching methods of students' listening and speaking ability such as audio-visual method, communicative method, direct method, cognitive teaching method, etc. To this end, many English teaching workers have explored English teaching, but there is very little research on how to effectively improve oral expression ability. The researcher combines my teaching experience and practical experience in recent years to affect the number of oral expression ability. The important factors and corresponding measures to be taken in oral English teaching are to be discussed here. The purpose of this study is the students' speaking performance of students in English and influencing factors as perceived by students. Specifically, the study aimed to answer the following questions: 1. What is the level of speaking performance of students along: a. fluency/accuracy; b. vocabulary; and c. pronunciation? 2. What are the factors perceived to affect the students' speaking performance along: a. affective; b. teacher's role; and c. instructional environment? 3. What is the relationship of the speaking performance and the factors affecting the students' speaking performance? The following are the findings based on the analysis and interpretation of data: 1. The overall level of speaking performance of grade 1 students is average. Specifically: a. The level of speaking performance of students along fluency/accuracy is average; b. The level of speaking performance of students along vocabulary is average; and c. The level of speaking performance of students along pronunciation is intermediate low. 2. The factors perceived to affect students' speaking performance along: a. Affective are students' Anxiety and Lack of Confidence, Shyness, and peer pressure; b. Teacher's Role are lack of motivation, inadequate familiarity with English, ineffective teaching methodology; and c. Instructional environment is lack of exposure to language. 3. The relationship of the speaking performance and the factors affecting student's speaking performance are influential. Specifically: 1. The affective factors are influential to students' speaking performance; a. The teacher's role factors are influential to students' speaking performance; and b. The learning environment factors are influential to student's speaking performance. Based on the findings of the study, the following are the conclusions: 1. Respondents can communicate fluently but not very accurately and their pronunciation has a very obvious Chinese English accent, but most of them have rich vocabulary, although sometimes they can spell it out. a. Along fluency/accuracy, The Respondents spoke fluently but not very accurately, including Chinese language thinking, grammar, vocabulary, etc. error. b. Along vocabulary, the respondents have a rich vocabulary, but they speak slowly. They need to think about it and then slowly say it one by one. This is because they don't speak English very often. c. Along pronunciation, the respondents have a very obvious Chinese English accent, which can be understood by most Chinese but not by foreigners. This is because people in every country have their own unique English pronunciation. 2. All the factors are considered by the students as significant in speaking. 3. In research over the last decade, a number of emotional factors have been linked to second language learning performance, although the majority of those studies focused on three categories: motivation, self- confidence, and anxiety. 4. The relationship between the speaking performance and the factors affecting student's speaking performance are moderately influential. The study also showed that teachers have a very significant impact on all their student. Therefore, teachers must consider some of the best ways to create their students ideal learning environment and learning experiences. The relation to the findings and conclusions, the following are recommended: 1. Curriculum developers should design more oral communication parts so that students have more opportunities for oral practice. 2. Arrange professional personnel and regularly evaluate the pronunciation of teachers; if there are unqualified, the school should organize professionals who give them regular pronunciation training. 3. Teachers should give students more opportunities to speak in class, and organize more related activities. 4. Schools buy more modern and advanced equipment that can improve oral English to help students improve their oral English. 5. Teachers must identify elements that impact students' speaking performance in order to assist pupils in overcoming difficulties in learning to speak. 6. Teachers organize more activities about English speaking so that students can learn passively. For example, English corner, speech contest, stage performance, etc.en-USThesis