Abstract:
This study investigated the factors hindering English speaking skills performance among
undergraduate students at the University of Technology and Arts of Byumba (UTAB) in
Rwanda. Effective oral communication (speaking) is an essential skill for success in academic,
professional, and personal aspects. Despite its importance, there is a noticeable deficiency in
speaking proficiency among undergraduates in Rwanda, which impedes their ability to express
ideas confidently and communicate effectively. This research aimed to examine socio-cultural and
educational environment factors that hinder the English-speaking performance of undergraduate students
at UTAB. Adopting a descript quantitative research design, the study sampled 272 undergraduates
using Yamane’s formula from a total population of 850 students enrolled for the academic year
2022-2023. Data collection involved questionnaires and speaking tests, while data analysis
employed tabulation, descriptive statistics, and Pearson correlation. By adopting socio-cultural
theory, the research explored various factors affecting speaking skills development, including
socio-cultural and educational environment factors. The results indicate that sociocultural factors
such as lack of social support, limited opportunities for language practice outside the classroom,
and insufficient English exposure at home significantly hinder students’ speaking skills. In
addition, educational environment factors, including fear of judgment, lack of public speaking
opportunities in school settings, and psychological factors like anxiety and self-esteem, notably
hinder English speaking abilities. Based on the findings, the study recommends implementing
multimedia aids, establishing a language lab, and revising the curriculum to provide more
opportunities for English-speaking practice. These measures are expected to enhance students’
speaking proficiency and overall communication skills.
